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I  ItACHKRSL 


Teachers 
College 
Bulletin 


CATALOGUE 
NUMBER 

19  3   8     -      19  3   9 


U- 


l 


I 


State  Teachers  College 

Indiana,         Pennsylvania 


TEACHERS    COLLEGE    BULLETIN 


Volume  44  FEBRUARY,  1938  Number  1 


State  Teachers  College 
Indiana,    Pennsylvania 

SIXTY-THIRD 

CATALOGUE  DUMBER 


THIS  COLLEGE  IS  A   MEMBER   OF 

THE  AMERICAN  ASSOCIATION  OF 

TEACHERS    COLLEGES 


Announcements  far  1938  -  1939 


Issued  Quarterly  in  November,  February,  May  and  August  by 
the    Trustees    of   the   State    Teachers    College,   Indiana. 
Pennsylvania.  Entered  as  second-class  matter,  June 
SO,  1913,  at  the  Post  Office  in  Indiana,  Penn- 
sylvania,  under  Act   of  Congress,  August 
twenty-fourth,    one    thousand    nine 
hundred   twelve. 


Digitized  by  tine  Internet  Arciiive 

in  2009  witii  funding  from 

Lyrasis  IVIembers  and  Sloan  Foundation 


http://www.archive.org/details/catalogueofstate1938indi 


COLLEGE  CALENDAR 


1938  -   1939 


SuMMicR  Session  1938 

Registration    Day        ..... 

Classes  Begin     ...... 

Entrance  Examinations  for  Fall  Semester 
Session  Ends     ....... 


Monday,    June  20 

Tuesday,  June  21 

Friday,  July    15 

Saturday,  July   80 


Session    Begins 
Session  Ends 


Post  Summer  Session 


.   Monday,  August     1 
Saturday^    August  20 


First  Semester  1938  -  1939 

Final  Date  for  Entrance  Examinations  Tuesday,  September   18 

Registration  and  Classification  of  Freshmen     .     Wednesday,  Sept.    It 


Registration  Day — All  Others   . 
Classes  Begin     ..... 
Thanksgiving  Recess   Begins — 12    M. 
Thanksgiving    Recess    Ends — 12"    M. 
Christmas  Recess  Begins — 12  M. 
Christmas  Recess  Ends — 112  M. 
First  Semester  Ends  after  Last  Class 


Thursday,   September   15 

Friday,    September   16 

Wednesday,  November  23 

Monday,  November  28 

Friday,   December  23 

Tuesday,   January     8 

Saturday,  January     21 


Second  Semester  1988  -  1939 


Second  Semester  Begins — 12  M. 
Easter  Recess   Begins — 12   M.   . 
Easter  Recess   Ends 
Class   Work   Ends — 12   M. 


Wednesday,  January  26 

.   Thursday,  April     6 

.     Tuesday,  April  11 

Tuesday,   May   23 


Commencement  1939 


Senior    Day 
Alumni  Day 
Baccalaureate    Sermon 
Commencement  . 


Friday,   May   26 

Saturday,  May  27 

Sunday,  May   28 

Monday,    May  29 


BOARD  OF  TRUSTEES 


Mrs.  Cora  Myers  Fbe 
M.  C.  Kopp 
John  H.  McCann 
Horace  S.  Miller 
R.  H.  Philson 
Thomas  H.  Shekhe 
W.  Wallace  Smith 
D.  R.  Tomb 


Indiana, 

Punxsutawney, 

Ebensburg, 

Greensburg, 

Meyersdale, 

Indiana, 

Clearfield, 

Indiana, 


Pennsylvania 
Pennsylvania 
Pennsylvania 
Pennsylvania 
Pennsylvania 
Pennsylvania 
Pennsylvania 
Pennsylvania 


OFFICERS  OF  THE  BOARD  OF  TRUSTEES 


Thomas  H.  Sheehb 
Mrs,  Cora  Myers  Fee 
D.  R.  Tomb 
Paul  J.  Straitiff 


President 

Vice-Presiden  t 

Secretary 

Treasurer 


THE  FACULTY 


1937  -   1938 

Samuel  Fausold  President 

A.B.,  Gettysburg  College,  A.M.,   Ph.D.,   University  of   Pittsburgh, 
Sc.D.,  Gettysburg  College,  Pd.D.,  Muhlenberg  College 

Jennie  M.  Ackerman  Director  of  Training 

Esther  H.  Alden  Home  Economics 

B.S.,  Columbia  University,  A.M.,  University  of  Pennsylvania 

Lois  Anderson  Co-operative  Training  Teacher 

A.B.,   Muskingum   College,   B.S,,  State  Teachers   College,   Indiana, 
Pennsylvania 

Florence  C.  Arntz  Business  Education 

A.B.,  Goucher   College,  A.M.,  Columbia    University 

Nelle  Wren  Ayers  Training  Teacher 

A.B.,  Iowa  State  Teachers  College,  A.M.,  Columbia  University 

Irma  H.  Bartholomew  Voice 

Ralph  B.  Beard  Education 

B.S.,  Bucknell  University,  A.M.,  Columbia  University 

Lola  A.   Beelar  Music 

B.S.,  Columbia  University,  A.M.,  University  of  Pittsburgh 

Ethel  A.  Belden  Social  Studies 

B.S.,  A.M.,  Columbia  Uniyersity,  M.S.,  Temple  University 

Marjorie  K.  Bone  Music 

B.S.,  A.M.,  New  York  University 

Aagot  M.  K.  Borge  Music 

B.M.,  A.M.,  University  of  Wisconsin 

Bonnie  K,  Bowen  Co-operative  Training  Teacher 

A.B.J  University  of  Pittsburgh,  A.M.,  Columbia  University 

Mazel  W.  Bowles  Health  and  Physical  Education 

B.S.,  Women's  College,  University  of  North  Carolina 
A.M.,  Columbia  University 

Paul  H.  Boyts  Geography 

A.B.,  A.M.,  L^niversity  of  Michigan 

Ruth  V.  Brenneman  Science 

Ph.B.,  University  of  Chica/^co,  A.M.,  Columbia  University 

Inez  Buchanan  Training  Teacher 

B.S.,  A.M.,  Columbia  University 


Teachers  College  Bulletin 


Harold  L.  Camp  Education 

A.B.,  Grinnel  College,  A.M.,  Cornell  University, 
Ph.D.,  State  University  of  Iowa 

Tobias  O.  Chew  Education 

B.S.,  M.S.,  Adrian  College,  A.M.,  University  of  Pittsburgh 

Van  a.  Christy  Director  of  Music  Deparlment 

B.S.,  University  of  Missouri,  A.M.,  Columbia  University 

Isabel  Collins  Director  of  Home  Economics  Department 

B.S.,  A.M.,  Columbia  University 

Ethel  Coughlin  Training  Teaeher 

B.S.,  State  Teachers  College,  Indiana,  Pennsylvania 
Ed.M.,  University  of  Pittsburgh 

Guy  Pratt  Davis  Education 

B.S.,  Columbia  University  Ed.M.,  Ed.D.,  Harvard  University 

Lawrence  Davis  Geography 

A.B.,  North  Dakota  State  Teachers  College 
M.S.^  Universit)'  of  Chicago. 

Helen  F.  Eoleston  English 

A.B.,  University  of  Montana,  A.M.,  University  of  Pittsburgh 

Lena  Ellenberger  Health  and  Physical  Education 

B.S.,  State  Teachers  College,  Emporia,  Kansas 
A.M.,  Columbia  University 

Wilber  Emmert  Science 

B.S.,  Valparaiso  University,  A.M.,  University  of  Chicago 

Ethel  L.  Farrell  Business  Education 

A.B.,  State  Teachers  College,  Ypsilanti,  Michigan 

Clinton  M.  File  Business  Education 

B.S.,  James  Millikin  University,  A.M.,  University  of  Chicago 

Frieda  Fleck  Health  and  Physical  Education 

B.P.E.,  American  Gymnastic  Union,  Ed.M.,  University  of  Pittsburgh 

Mary  Edna  Flegal  Director  of  Art  Department 

B.S.,  A.M.,  Columbia  University 

Alma  B.  Munson  Gasslander  Art 

Pli.B.,  Hamline  University,  A.M.,  Columbia  University 

Marie  Corbett  Graham  Training  Teacher 

A.B.,  State  Teachers  College,  Ypsilanti,  Michigan 
A.M.,  University  of  Pittsburgh 

Amy  Gray  Training  Teacher 

B.S.,  Columbia  University,  Ed.M,,  University  of  Pittsburgh 


Indiana  Cat.vloouk  Number 


Malinda  Hamblen  Health  and  Physical  Education 

A.J3.  Cornell  Lniversity,  A.M.,  New  York  University 

Mary  Hart  t^„-   •       tt       l 

TO  r,     rr    .  .  1  raining  Teacher 

B.S.,  University  of  Pittsburgh,  A.M.,  Columbia  University 

Margaret  Hartsock  Co-operative  Training  Teacher 

J3.i5.,  htate  Teachers  College,  Warrensburg,  Missouri 
A.M.,  Columbia  University 

^Tr  h  f^^')'"''  ^«"»^^*  Education 

U.fe.,  A.M.,  University  of  Nebraska 

Ralph  E    Heioes  g^^-^i  ^^^^^.^^ 

A.B.,   LTrsmus  College,  A.M.,  Ph.D.,  Columbia  University 

^^IT^'ri"  ^rf  "^  Co-operative  Training  Teacher 

-B.b.,  Ohio  University,  A.M.,  Columbia  University 

^'?'J^^^^  ^'^^^f^^of  of  Business  Education  Department 

A.J3.,  VVestern  Maryland  College, 

M.C.Ed.,  Susquehanna  University,  A.M.,  University  of  Pittsburgh 

Grace  Houston  j   . 

A.B.,  Ohio  State  University,  A.M.,  Columbia  University 

Dorothy  Hoyle  Cc^operative  Training  Teacher 

U.S.,  Temple  University,  A.M.,  Columbia  University 

Thomas  J,  Hughes  jy^^  . 

B.S.,  New  York  University 

Merrill  B.  Iams  c  • 

T>  c      A 11     1  ^  ,,  octencg 

B.b.,  Allegheny  College,  A.M.,  Columbia  University 

A  Tj     Tvr     I  •"  ^  ,,  Social  Studies 

A.B.,  Muskingum  College,  A.M.,  University  of  Chicago 

Florence  B^  Kimball  Assistant  Dean  of  Women 

A.B.,  Hood  College,  A.M.,  Columbia  University 

Mary  St.  Clair  Kino  p- 

C.  Ernest  Kinsey  tj 

T>CArt?jr.  1  ^  Jbducatton 

iJ.b.,  M.Ed.,  Pennsylvania  State  College 

Orval  Kipp  . 

A.B.,  Carnegie  Institute  of  Technology,  A.M.,  Columbia  University 
Ruth  Knowles  p     ;•  t 

A.B     Western  State  Teachers  College,  Kalamazoo,  Michigan"^  " 

A.M.,  Columbia  University 

Irene  Loy  Kough  rw,     .  .       rr<      i 

■D  c     XT        Z^''"^  ^^  Training  Teacher 

B.S.,  New  York  University,  A.M.,  Columbia  University 


8  Teachers  College  Bulletin 

Kate  Lacy  Art 

B.S.,  A.M.,  Columbia  University 

Margaret  A.  Lemon  Education 

B.S.,  A.M.,  Columbia  University 

Lucille  J.  Littlefield  Assistant  Librarian 

B.S.,  Simmons  College 

Margaret  J.  Lowman  Comparative  Elementary  Supervisor 

B.S.,  University  of  Pittsburgh 

Mary  R.  Lowman  Music 

B.S.,  A.M.,  New  York  University 

Maude  McDevitt  Resident  Nurse 

R.N.,  Kane  Summit  Hospital 

Jane  L.  McGrath  Education 

B.S.,  Columbia  University,  A.M.^  Chicago  University 

Helen  McLean  Training  Teacher 

B.S.,  A.M.,  Columbia  University 

Lillian  I.  McLean  Education 

B.S.,  Kansas  State  Teachers  College,  A.M.,  Columbia  University 

E.  J.  McLucKiE  Business  Education 

B.S.,  A.M.,  University  of  Pittsburgh,  C.P.A.,   (Pennsylvania) 

Louise  Anderson  Macdonald  English 

A.B.J  Iowa  State  Teachers  College,  A.M.,  University  of  Iowa 

Richard  Madden  Education 

A.B.,  Nebraska  State  Teachers  College 
A.M.,  Ph.D.,  Columbia  University 

Joy  Mahachek  Mathematics 

A.B.,  Iowa  State  Teachers  College,  A.M.,  Columbia  University 

Angie  Marshall  Co-operative  Training  Teacher 

B.S.,  A.M.,  University  of  Pittsburgh 

Helen  C.  Merriman  Home  Economics 

B.S.,  Purdue  University,  A.M.,  Columbia  University 

George  P.  Miller  Health  and  Physical  Education 

B.S.,   A.]\L,   Columbia   University 

WiLDA  Lea  Montgomery  Field  Supervisor  of  Student  Teachers 

A.B.,  West  Virginia   University 
A.M.J  Ed.D.,  University  of  Pittsburgh 

M.  Ella  Moore  Co-operative  Training  Teacher 

B.S.J  University  of  Pittsburgh,  A.M.,  Columbia  University 


Indiana  Catalooue  Numbrr 


Rachkl  Moss  Home  Economics 

B.S.,  University  of  Tennessee,  M.S.,  Pennsylvania  State  ColIeg( 

Mary  Helena  Muldovpney  Music 

B.S.,  A.M.,  New  York  University 

Dorothy  Murdoch  Ari 

B.S.,  A.M.,  Columbia  University 

Carrie  Belle  Parks  Norton  English 

A.B.,  Syracuse  University,  A.M.,  Columbia  University 

Karl  ¥.  Oerlein  Science 

B.S.,  A.M.,  Ph.D.,  University  of  Pennsylvania 

Bernice  Orndorff  English 

Ph.B.,  University  of  Chicago,  A.M.,  Iowa  University 

Kathryn  O'Toole  Training  Teacher 

B.A.,  Iowa  State  Teachers  College,  A.M.,  Columbia  University 

OsiE  Overman  Co-operative  Training  Teacher 

AB.,  Indiana  State  Teachers  College,  Terre  Haute,  Indiana 
A.M.,  University  of  Pittsburgh 

Ethyl  Verna  Oxley  Home  Economics 

A.B.J  Iowa  State  Teachers  College,  A.M.,  Columbia  University 

Reba  N.  Perkins  English 

A.B.,  University  of  Illinois,  A.M.,  Ph.D.,  University  of  Pittsburgh 

Elfa  M,  Porter  Training  Teacher 

A.B.,  Iowa  State  Teachers  College,  A.M.,  Iowa  State  University 

Lillian  Hazlett  Price  Co-operative  Training  Teacher 

Earl  Elwood  Prugh  Mathematics  and  Health  Education 

B.S.,  Ohio  Wesleyan  University,  A.M.,  Columbia  Unniversity 

Helen  Clare  Prutzman  Musij 

Mus.B.,  Mills  College,  A.B.,  A.M.,  University  of  California 

Florence  Raguse  Co-operative  Training  Teacher 

B.S.,  A.M.,  Columbia  University 

Mary  I.  Rankin  Co-operative  Training  Teacher 

B.S.,  A.M.,  University  of  Pittsburgh 

Cleaves  M.  Reece  Co-operative  Training  Teacher 

B.S.,  State  Teachers  College,  Indiana,  Pennsylvania 

Pearl  R.  Reed  Violin 

Laura  M.  Remsberq  Voice 


10  Teachers  College  Bulletin 


Florence  Ridenour  Assistant  Librarian 

A.B.,  Ohio  Northern  University 
B.S.  in  L.S.,  Carnegie  Institute  of  Technology 

Ruth  Rink  Co-operative  Training  Teacher 

B.S.,  State  Teachers  College,  Indiana,  Pennsylvania 
A.M.,  Columbia  University 

Paul  A.  Risheberger  Education 

A.B.,  Washington  and  Jefferson  College 
A.M.,  University  of  Pittsburgh 

R.  S.  Rowland  Business  Education 

A.B.,  Cotner  College,  A.M.,  University  of  Nebraska 

Mary  Louella  Russell  Co-operative  Elementary  Supervisor 

B.S.,  Ohio  University,  A.M.,  Columbia  University 

Everett  M.  Sanders  Health  and  Physical  Education 

B.S.,  University  of  Pittsburgh,  A.M.,  Columbia   University 

Leroy  H.  Schnell  Mathematics 

A.B.,  Albion  College,  A.M.,  University  of  Michigan 

Vera  Simpson  Training  Teacher 

Ph.B.,  University  of  Chicago,  A.M.,  New  York  University 

Estella  M.  Slaven  Librarian 

A.B.,  University  of  Minnesota 
B.S.  in  L.S.,  Carnegie  Institute  of  Technology 
A.M.,  Columbia  University 

Thomas  Smyth  Science 

B.S.,  Virginia  Polytechnic  Institute,  A.M.,  Ph.D.,  Cornell  University 

Edna  Lee  Sprowls  English 

B.L.I.,  Emerson  College 

Mary  Alice  St.  Clair  Co-operative  Training  Teacher 

B.S.,  State  Teachers  College,  Indiana,  Pennsylvania 

Hope  Stewart  Dean  of  Women 

Lawrence  Stitt  Music — Wind-wood  Instruments 

B.S.,  New  York  University 

Ruth  I.  Thomas  Co-operative  Training  Teacher 

B.S.,  University  of  Wisconsin 

Anna  J.  Thompson  Co-operative  Supervisor  of  Art 

B.S.,  University  of  Pittsburgh,  A.M.,  Columbia  University 

Joseph  M.  Uhler  Education 

A.B.,  A.M.,  University  of  Pittsburgh 


Indiana  Catalogue  Ni'Muku  1  I 


Flossie  B.  Wagner  Training  Teacher 

U.S.,  A.M.,  Columbia  University 

M.  J,  Walsh  Dean  of  Instruction 

A.B.,  University  of  Michigan,  A.M.,  Columbia  University 
Pd.D.,  \Vcstniini.ster  College,  Litt.D.,  St.  I"'ranci.s  College 

Robert  Franklin  Webb  Business  Education 

B.C.S.,  Bowling  Green  Business  University 
A.B.,  Bowling  Green  College 

Clara  S.  Weinman  Assistant  Resident  Nurse 

R.N.J  Westmoreland  County  Hospital 

W.  M.  Whitmyre  Social  Studies  and  Dean  of  Men 

A.B.,  Syracuse  University,  A.M.,  Harvard  University 

Marion  Wills  Home  Economics 

B.S.,  M.S.,  Ohio  State  University 

Sylva  Wixson  Home  Economics 

B.S.,  Michigan  State  College,  A.M.,  Columbia  University 

Martha  E.  Zimmerman  Co-operative  Training  Teacher 

B.S.,  State  Teachers  College,  Indiana,  Pennsylvania 

NoRAH  E.  Zink  Geography 

B,S.,  University  of  Utah,  A.M.,  Columbia  University 
Ph.D.,  University  of  Chicago 


12 


Teachers  College  Bulletin 


SECONDARY    CO-OPERATIV 

Laura  Buterhaugh   Indiana 

Elsie  Canan  Johnstown 

Alice   Clements   Indiana 

Florence  Craig  Johnstowji 

Albert  Drumheller  Indiana 

Helen  HinchmOin  Johnstown 

Marguerite  Hinchman  Johnstown 

Margaret  Kantner  Johnstown 

Robert  Litzinger  Indiana 

Mabel  Monroe  Punxsutawney 

Minter  Ott  Johnstown 


E    TRAINING    TEACHERS 

Herbert  G.  Raab  Johnstown 

Catherine  Reiser  Johnstown 

Joseph  W.  Rhoades  ....Johnstown 

Sara  Rhoads  Johnstown 

Mary  Scott   Barnesboro 

Edward  Stover Johnstown 

Agnes  Tompkins  Blairsville 

George   Torvnsend  Johnstown 

Iva    Varner    Johnstown 

Sarah   Wiley   Indiana 

Noribel  Zufall  Blairsville 


ADMINISTRATIVE  ORGANIZATION  OF  THE  FACULTY 


Officers  of  the  Faculty 


President 

Dean  of  Instruction 

Director  of  Training 

Dean  of  Women 

Assistant  Dean  of  Women 

Dean  of  Men 

Bursar 

Registrar 

Directors  of  Special  Departments: 
Art 

Business  Education 
Home  Economics 
Music 

Heads  of  Departments: 

Education 

English 

Geography 

Health  Education 

Mathematics 

Science 

Social   Studies 
Librarian 
School  Nurse 


Samuel  Fausold 

M.  J.  Walsh 

Jennie  M.  Ackerman 

Hope  Stewart 

Florence  B.  Kimball 

W.  M.  Whitmyrb 

Guy  C.  Lauver 

Mary  L.  Esch 

Mary  Edna  Flegal 

G.  G.  Hill 

Isabel  Collins 

Van  a.  Christy 


J.  M.  Uhler 

Bernice  Orndorff 

L,  C.  Davis 

E.   M.  Sanders 

Joy    Mahachek 

Thomas  Smyth 

W.   M,  Whitmyre 

EsTELLA   SlATEN 

Maude  McDevitt 
Clara  S.  Weinman 


Indiana  Cataloouh  Number  18 


THE  COLLEGE 


THE  State  Teachers  College  at  Indiana  is  a  state-owned  and 
state-controlled  institution  devoted  exclusively  to  the  prepara- 
tion of  teachers  for  the  public  schools  of  Pennsylvania.  All  cur- 
ricula are  four  years  in  length,  and  all  lead  to  the  degree  of 
Bachelor  of  Science  in  Education  and  the  Provisional  College  Certifi- 
cate in  the  appropriate  field.     The  following  curricula  are  offered: 

A  Kindergarten-Primary  Curriculum  designed  primarily  to  pre- 
pare for  teaching  in  the  kindergarten  and  in  grades  one,  two,  and 
three.  (See  pp.  40-42  for  details.) 

An  Intermediate  Curriculum  designed  primarily  to  prepare  for 
teaching  in  grades  four,  five,  and  six.  (See  pp.  40-42  for  de- 
tails.) 

A  Secondary  School  Curriculum  designed  primarily  to  prepare  for 
teaching  in  junior  and  senior  high  schools.  (See  pp.  40-47  for 
details.) 

An  Art  Curriculum  designed  primarily  to  prepare  teachers  and 
supervisors  of  art  in  public  schools.   (See  pp.  62-68  for  details.) 

A  Business  Education  Curriculum  designed  primarily  to  prepare 
for  teaching  commercial  subjects  in  public  schools.  (See  pp. 
68-76  for  details.) 

A  Home  Economics  Curriculum  designed  primarily  to  prepare  for 
teaching  home  economics  in  public  schools.  (See  pp.  77-83  for 
details. 

A  Music  Curriculum  designed  primarily  to  prepare  teachers  and 
supervisors  of  public  school  music.     (See  pp.  84-93  for  details.) 

Students  who  enter  the  primary  or  intermediate  curriculum  may 
secure  a  State  Standard  Limited  Certificate  at  the  end  of  the  third 
year  provided  they  have  announced  their  intention  of  securing  this 
certificate  before  the  close  of  the  freshman  year  and  have  met  the 
scholarship  and  other  requirements  prerequisite  to  student  teaching. 
This  certificate  entitles  the  holder  to  teach  in  grades  one  to  six,  or,  in 
a  rural  school,  in  grades  one  to  eight,  for  a  period  of  three  years. 
During  that  period  at  least  twelve  hours  of  additional  approved  pre- 
paration in  the  appropriate  field  must  be  secured  which,  with  three 
years  of  successful  experience,  entitles  the  holder  to  a  renewal  for 
another  three  years. 


14  Teachers  College  Bullettin 

Students  who  receive  this  certificate  do  not  graduate.  Graduation 
comes  only  upon  the  completion  of  a  four-year  curriculum  and  the 
conferring  of  a  degree. 

Students  who  entered  the  elementary  field  before  January  1, 
1937,  may  still  secure  the  State  Standard  Limited  Certificate  on  the 
earlier  requirement, — that  is,  the  satisfactory  completion  of  two  years 
of  approved  work.  Those  who  enter  between  January  1,  1937,  and 
February  1,  1939,  can  be  granted  this  certificate  on  the  satisfactory 
completion  of  three  years  of  approved  work.  Students  who  enter  after 
February  I,  1939,  will  not  be  able  to  secure  any  type  of  certification 
until  they  have  met  the  full  requirements  for  the  degree  and  the  Pro- 
visional College  Certificate. 

A  graduate  of  the  primary  or  intermediate  curriculum  who  wishes 
to  be  certified  for  the  secondary  field  must  take  a  minimum  of  eigh- 
teen hours  in  secondary  education,  including  six  hours  of  student 
teaching  in  the  secondary  field.  He  must  also  secure  eighteen  hours  of 
approved  work  in  each  field  in  which  he  desires  certification  in  the 
secondary  field. 

Graduates  of  the  secondary  curriculum  or  of  any  of  the  special 
curricula  may  secure  certification  in  the  elementary  field  by  taking 
thirty  hours  of  approved  preparation  in  the  elementary  field,  including 
six  hours  of  student  teaching  in  that  field.  This  preparation  must  be 
in  addition  to  the  requirements  for  the  degree. 


I 


PART  I 


General  Information  for  Prospective  Students 
The  School  Plant 
Location 

Buildings  and  Equipment 
Student  Life  at  Indiana 
General  Information 
Fees,  Deposits,  Repayments 


16  Teachers  College  Bulletin 


THE  SCHOOL  PLANT 

A  BILL  was  introduced  and  passed  by  the  General  Assembly  in 
the  legislative  session  of  1871,  in  conformity  to  the  Normal 
School  Act  of  1857,  permitting  the  establishment  of  a  State 
Normal  School  in  tlie  ninth  Normal  School  District.  The 
original  building  was  completed  and  first  opened  for  students  on  May 
17,  1875.  This  building,  named  John  Sutton  Hall  in  honor  of  the 
first  President  of  the  Board  of  Trustees,  is  still  in  use  and  is  in  excel- 
lent condition.  The  steady  growth  of  the  school  has  caused  a  contin- 
uous expansion  in  its  building  program.  No  college  in  the  state  can 
boast  of  an  educational  plant,  including  campus,  buildings,  and  equip- 
ment, in  better  physical  condition  than  that  at  Indiana. 

In  addition  to  John  Sutton  Hall,  which  now  includes  all  the  ad- 
ministrative offices,  the  post  office,  recreation  hall,  the  president's 
apartment,  the  library,  and  dormitory  rooms,  the  following  are  the 
chief  buildings: 

Thomas  Sutton  Hall,  an  addition  to  John  Sutton  Hall,  erected 
in  1903,  contains  the  kitchen,  dining  rooms,  and  dietitian's  office  on 
the  first  floor  and  the  music  conservatory  on  the  second  and  third. 

Clark  Hall,  named  in  honor  of  Justice  Silas  M.  Clark,  a  mem- 
ber of  the  Board  of  Trustees,  was  erected  in  1906  on  the  site  of  a 
former  building  burned  that  year.  It  was  used  as  a  boys'  dormitory 
until  1924  and  since  that  time  as  a  dormitory  for  girls. 

Wilson  Hall,  the  campus  training  school  for  grades  one  to  six, 
was  erected  in  1893  and  was  named  for  A.  W.  Wilson,  third  Presi- 
dent of  the  Board  of  Trustees. 

Leonard  Hall,  named  for  Jane  E.  Leonard,  for  many  years  pre- 
ceptress of  Indiana  Normal  School,  was  erected  in  1903  as  a  recitation 
building.  It  contains  the  laboratories,  recitation  rooms,  and  the 
campus  training  school  for  the  junior  high  school. 

The  Gymnasium  was  completed  in  1928.  It  contains  two  gym- 
nasiums, a  fine  swimming  pool,  and  all  the  equipment  that  goes  to 
make  up  an  efficient  physical  education  plant. 

The  Arts  Building,  completed  in  1931,  houses  the  art,  business, 
and  home  economics  departments,  one  entire  floor  being  given  to  each 
department.  This  building,  both  in  appearance  and  in  equipment  for 
efficient  work,  is  recognized  as  one  of  the  finest  educational  buildings 
in  the  state. 

The  Infirmary,  located  in  a  wing  of  John  Sutton  Hall,  has  13 
beds  and  is  thoroughly  equipped  in  every  way  not  only  for  all  the 
I'outine  work  of  such  a  place  but  for  every  type  of  emergency  as  well. 
Two  registered  nurses  are  always  on  duty  and  physicians  and  surg- 
eons of  the  highest  type  are  within  easy  call.  The  health  of  students 
is  a  matter  of  first  concern  at  Indiana. 


NORTH   ENTRANCE   —   JOHN   SUTTON   HALL 


Indiana  Catalogue  Numdkr  17 

The  Power  Plant,  wliicli  furnislns  licat  and  light  for  all  huild- 
ings  owned  by  the  school,  has  been  enlarged  from  tiiiK-  to  time.  The 
last  unit,  which  was  added  in  193iJ,  makes  this  plant  thoroughly  up  to 
date  in  every  way  and  insures  a  capacity  to  meet  all  needs  for  years 
to  come. 

Shop  Buildings.  A  shop  building  has  been  erected  near  the  power 
plant  within  the  last  year.  It  is  a  brick  structure  of  factory  type  con- 
struction, two  stories  in  height  in  front,  and  one  story  in  the  rear.  In 
it  are  located  the  carpenter  shop,  the  electric  shop,  the  paint  shop,  and 
the  plumbing  shop,  and  it  provides  storage  room  for  all  materials  for 
these  shops. 

Changes  now  under  way  in  the  basement  of  John  Sutton  Hall,  in 
which  these  shops  were  formerly  located,  provide  for  a  new  janitors' 
room,  a  new  gardener's  room,  a  central  filing  room,  and  a  central 
storeroom.  All  basement  rooms  located  in  North  Wing  will  be  re- 
modeled as  community  rooms,  lounges,  and  a  library  reading  room, 
and  will  be  used  for  student  activities. 

Auditorium.  A  new  auditorium  to  seat  1600  people  is  being 
provided  under  the  general  state  authority  program. 

Training  School.  The  new  training  school  will  provide  for  a 
complete  elementary  and  junior  high  school  program.  The  junior 
high  school  plans  provide  for  courses  in  the  following  fields:  aca- 
demic, commercial,  home  economics,  and  industrial  arts.  Facilities  will 
also  include  physical  education,  psychological  clinic,  health  clinic, 
library,  music,  and  art.  A  fine  demonstration  room  with  seats  for 
120  observers  is  a  unique  feature  of  the  building. 

Dining  Room  Annexes.  Provision  is  being  made  for  an  annex  at 
the  west  end  of  the  dining  room  which  will  provide  for  ample  lobby 
space  for  men  and  women  students  entering  and  leaving  the  dining 
room. 

In  April,  1920,  entire  control  and  ownership  of  the  school  passed 
to  the  Commonwealth  of  Pennsylvania.  In  May,  1927,  by  authority 
of  the  General  Assembly,  the  school  became  a  college  with  the  right 
to  grant  degrees,  and  the  name  was  changed  to  the  State  Teachers 
College  at  Indiana,  Pennsylvania. 

The  college  owns  34  acres  of  land,  23  of  which  are  in  the  original 
campus.  In  the  center  of  this  is  an  historic  oak  grove,  about  which 
are  grouped  the  main  buildings  mentioned  above  forming  three  sides 
of  the  quadrangle.  The  rest  of  the  campus  is  beautified  by  a  careful 
distribution  of  shrubs,  roses,  and  other  plants  seasonably  arranged. 
On  streets  bordering  the  campus  the  college  owns  eighteen  houses  or 
"cottages"  most  of  which  are  occupied  as  dormitories  by  the  students. 


18  Tkachers  College  Bulletin 


LOCATION 


Indiana  Borocgh,  the  county  seat  of  Indiana  County,  is  located 
in  the  foothills  of  the  Alleghenies  at  an  elevation  of  about  1400  feet, 
an  ideal  location  for  health  and  comfort.  The  town  is  noted  for  its 
cleanliness  and  beauty.  It  is  easily  accessible  by  automobile,  as  it  is 
located  on  the  Benjamin  Franklin  Highway  and  is  connected  with 
all  leading  highways  of  the  state  by  the  finest  concrete  roads.  It  is 
also  easily  reached  by  rail,  being  the  northern  terminus  of  the  Indiana 
branch  of  the  Pennsylvania  Railroad,  connecting  witli  the  main  line 
at  Torrance.  Indiana  is  also  on  the  Baltimore  and  Ohio  Railroad, 
which  makes  connection  with  all  northern  points.  Bus  service  is  avail- 
able to  practically  all  points  in  the  state. 


STUDENT  LIFE  AT  INDIANA 

THE  State  Teachers  College  is  primarily  a  dormitory  school. 
It  admits  as  day  students  only  those  who  live  with  parents  or 
near  relatives. 

Students  whose  homes  are  not  in  Indiana  and  who  desire  to  live 
with  relatives  in  Indiana  as  day  students  must  have  the  approval  of 
the  President  in  advance  of  registration.  Under  no  circumstance s. 
are  students  permitted  to  room  or  board  with  private  families,  not  im- 
mediate relatives. 

Young  men  students  room  in  school  cottages  or  in  fraternity 
houses  and  take  their  meals  in  the  college  dining  room. 

Student  Council.  The  Student  Council  is  made  up  of  repre- 
sentatives of  various  classes  and  one  representative  each  from  the 
^s'omen's  Resident  Student  League  and  the  Men's  Student  League. 
The  purpose  of  the  organization  is  to  promote  the  best  interests  of 
the  college  by  the  regulation  of  student  conduct  in  matters  that  do  not 
come  under  the  jurisdiction  of  the  faculty,  by  promoting  the  scholastic 
and  moral  tone  of  the  college,  and  by  constituting  a  medium  for  the 
expression  of  initiative  and  the  exercise  of  judgment  in  the  manage- 
ment of  student  affairs. 

Co-operative  Association.  This  organization,  made  up  of  the 
Student  Council  of  fifteen  members  and  seven  members  of  the  faculty, 
has  charge  of  the  general  activities  of  the  school,  such  as  lectures, 
entertainments,  athletics,  etc.,  which  are  supported  by  fees  paid  by 
the  students.  It  conducts  a  bookstore  for  the  use  of  the  students 
and  faculty  and  receives  and  disburses  the  money  received  from  the 
activity  fees,  and  receipts  from  the  bookstore,  athletic  games,  and 
other  activities  from  which  revenue  may  be  received. 


Indiana  Catalogue  NuwrtER  19 


Dormitory  Rkgulations.  TIuto.  are  inevitably  some  regulations 
pertaining  to  tlie  dormitory  life  of  students.  These  are  fully  ex- 
plained at  the  openinc!,-  of  sehool.  Experience  of  many  students  have 
been  the  sources  for  existing  house  rules,  and  all  are  based  upon  the 
idea  of  consideration  for  otlier  people.  It  is  expected  that  every 
student  will  co-operate  whole-hcartcdiy  and  will  develop  principles 
of  conduct  in  accordance  with  the  responsibilities  of  grouj)  life.  Every 
precaution  is  taken  to  protect  tlu-  life  of  the  student  and  at  the  same 
time  to  give  opportunity  for  self-control.  The  Women's  Resident 
League  gives  opportunity  for  discussion  of  problems  and  for  the  ex- 
ercise of  student  initiative  and  control  in  student  house  conditions. 

Religious  Influenck:  This  college  is  not  denominational  in 
any  sense.  Its  authorities,  however,  aim  to  make  it  a  place  of  positive 
Christian  influence.  To  this  end  students  are  urged  to  attend  the 
ehurch  of  their  own  choice  on  Sunday  mornings. 

The  Y.M.C.A.  and  the  Y.W.C.A.  aid  in  the  religious  culture  of 
all  students  in  the  college.  Every  effort  is  made  to  promote  Sunday 
observance.  Students  are  thus  encouraged  to  become  Christian  work- 
ers, and  college  life  is  made  to  approximate  the  social  ideals  of  Chris- 
tian life.  Besides  these  organisations,  there  are  various  others  of  a 
practical  type  and  in  a  highly  prosperous  condition.  There  is  a 
vesper  service  each  Sunday  evening,  which  all  boarding  students 
attend.  A  fine  recreational  room  has  been  set  apart  for  the  boys  of 
the  Y.M.C.A.  and  one  for  the  girls  of  the  Y.W.C.A. 


STUDENT  ORGANIZATIONS 

Leonard  Literary  Society.  The  Literary  Society  has  a  mem- 
bership of  eleven  hundred  students  and  faculty.  The  meetings  are 
held  every  Monday  evening  at  seven  o'clock  in  the  college  auditorium. 
Interest  in  these  meetings  is  stimulated  in  one  way  only,  through 
excellence  of  programs.  Many  one-act  plays  are  presented  by  the 
members.  The  greatest  possible  number  of  students  participate  in 
these  and  other  performances  in  order  to  develop  skill  and  originality 
in  program  building  as  well  as  ease  in  public  appearances. 

A  small  annual  fee  is  charged  each  member,  making  it  possible 
to  present  each  year  some  of  the  best  professional  literary  talent. 
This  talent  has  recently  included  the  internationally  applauded  Ruth 
Draper  in  her  famous  character  sketches,  Mr.  E.  H.  Sothern,  Cornelia 
Otis  Skinner,  Admiral  Richard  E.  Byrd,  Carola  Goya,  the  Abbey 
Players  of  Dublin.  Upton  Close,  Ruth  St.  Denis.  Dorothy  Sands, 
William  Beebe,  Ted  Shawn  and  his  men's  ensemble,  Hedgerov,'  Play- 
ers, Edwin  Markham,  Miriam  Winslow  Dancers,  Christopher  Morley, 
Hugh  Walpole,   Mrs.   Osa  Johnson,   and   Boake   Carter. 


20  Teachers  College  Bulletin 

Sororities.  Seven  national  professional  educational  sororities 
have  chapters  on  the  campus:  Alpha  Sigma  Alpha,  Sigma  Sigma 
Sigma,  Delta  Sigma  Epsilon,  Alpha  Sigma  Tau,  Pi  Kappa  Sigma,  Pi 
Delta  Theta,  and  Theta  Sigma  Upsilon.  Only  students  who  have  com- 
})ieted  sixteen  semester  hours  of  work  with  a  "C"  grade  average  and 
no  failures  are  eligible  for  membership.  The  sorority  life  offers  oppor- 
tunities for  growth  of  congenial  friendships  and  the  fostering  of  the 
highest  ideals  for  womanhood.  Broadening  contacts  are  furnished 
through  association  with  alumnae  members  and  intercollegiate  affilia- 
tions. 

Fraternities.  Five  national  fraternities  of  professional  charac- 
ter now  have  chapters  at  Indiana.  The  Phi  Alpha  Zeta  Fraternity  was 
organized  as  a  national  educational  and  social  fraternity  June  4,  1927. 
Alpha  Chapter  had  been  active  on  the  campus  as  a  local  organization 
since  1908.  A  chapter  of  Phi  Sigma  Pi,  a  national  educational  fratern- 
ity, was  established  at  Indiana  April  30,  1929.  It  took  the  place  of 
Omega  Chi  Fraternity,  a  local  organization  founded  in  1909.  The 
Alpha  Chapter  is  at  Kirksville,  Missouri.  The  Pi  Chapter  of  Sigma 
Tau  Gamma,  a  national  educational  and  social  fraternity^  was  estab- 
lished on  November  8,  1930.  The  Alpha  Chapter  is  at  Warrensburg, 
Missouri. 

In  1928  a  Chapter  of  Alpha  Phi  Gamma,  a  national  honorary 
journalistic  fraternity,  was  established  on  the  campus.  Its  purpose 
is,  "To  unite  in  a  congenial  group  students  who  are  interested  in  the 
higher  forms  of  journalism."  Membership  is  open  only  to  those  who 
have  served  on  the  staffs  of  college  publications  and  who  maintain  a 
high  scholastic  standing.  The  Beta  Gamma  Chapter  of  Kappa  Delta 
Pi,  an  educational  honor  fraternity  open  to  both  men  and  women,  was 
inaugurated  in  192'8.  Only  juniors  and  seniors  of  high  scholastic 
attainments  are  eligible  to  membership. 

Other  Organizations.  In  addition  to  the  activities  listed  above 
the  following  regular  organizations  have  been  approved  and  function 
very  actively  throughout  the  year  on  the  campus:  The  Alpha  Omega 
Geographers  Club,  Intermediate  Club,  Mathematics  Club,  Mother 
Goose  Club,  Newman  Club,  Prigrind  Club,  Poetry  Club,  American 
College  Quill  Club,  Science  Club,  David  Alter  Scientific  Society,  So- 
cial Science  Club,  Travelers  Club,  Y.  M.  C.  A.,  Y.  W.  C.  A.  and  many 
others. 

The  organizations  within  the  special  departments  are  listed  under 
those  departments. 


Indiana  Catalogue  Number  21 


GENERAL  INFORMATION 

I>AUNDRY.  The  laundry  of  all  boardint;;  stiulf  nts,  to  the  extent 
of  ten  plain  pieces  per  week,  plus  towels  and  napkins,  is  done  in  the 
college  laundry.  All  pieces  sent  to  the  laundry  must  be  plainly  mark- 
ed with  the  owner's  name.  Name  tapes  sewed  on  articles  of  clothing 
constitute  the  best  identification.  A  laundry  bag  should  be  owned  and 
used  by  every  student. 

An  excellent  laundry  and  ironing  room  with  modern  equipment 
is  maintained  in  the  basement  of  John  Sutton  Hall  for  the  free  use 
of  women  students. 

Supplip:d  By  Students.  All  students  who  live  in  school  dorm- 
itories and  men  students  who  are  assigned  to  rooms  at  private  homes 
must  provide  themselves  with  blankets  as  the  college  and  house  moth- 
ers furnish  only  the  linen  and  bedspreads.  Such  students  must  also 
provide  window  curtains,  soap,  towels,  and  needful  toilet  articles. 

All  students  who  take  meals  in  the  college  dining  room  should 
bring  with  them  an  adequate  supply  of  table  napkins. 

State  Scholarships.  Holders  of  State  Scholarships  may  attend 
State  Teachers  Colleges  and  use  the  scholarship  award  toward  meet- 
ing their  expenses. 

Physical  Education.  The  reorganized  elective  system  of  extra- 
curricula  physical  activities  now  permits  all  upperclassmen  to  par- 
ticipate in  a  team  sport,  an  individual  sport,  a  dancing  activity,  and 
in  swimming  and  professionalized  courses. 

The  following  gymnasium  and  pool  equipment  has  been  adopted 
and  should  be  purchased  in  the  college  bookstore  at  a  saving  to 
students : 

Gymnasium  costume  requirements  for  girls  will  be  one  tan  and 
brown  suit,  two  pairs  of  socks,  one  pair  of  gymnasium  shoes,  one 
worsted  tank  suit,  and  one  swimming  cap. 

For  boys  the  costume  requirement  will  be  two  white  cotton  jer- 
seys, two  white  running  pants,  two  pairs  of  light  wool  socks,  one 
pair  of  gymnasium  shoes  (Ked  type),  one  worsted  tank  suit,  and  one 
swimming  cap. 

Some  students  may  wish  to  use  the  swimming  caps  they  already 
possess.  The  following  colors  will  be  required:  for  beginners,  red;  for 
those  who  swim  a  Jittle,  green;  for  the  swimmers,  blue;  and  for  life 
savers,  white. 

Vacation  Charges.  Students  remaining  at  the  school  during 
Thanksgiving,  Christmas,  Easter,  or  summer  vacation  will  be  charged 
at  the  transient  rates. 


32  Teachers  College  Bulletin 

Guests.  Students  and  teachers  are  responsible  for  meals  of  their 
guests  at  current  transient  rates.  All  visitors  staying  in  the  college 
buildings  over  night  must  be  registered  with  the  Dean  of  Women  bj 
llic  person  or  persons  entertaining  them.  This  privilege  applies  only 
to  young  women  of  school  age.  Students  may  accompany  mothers  or 
older  relatives  to  a  hotel  for  meals  or  for  the  night,  arrangements 
having  been  made  in  advance  with  the  Dean  of  Women.  The  buildings 
are  closed  to  guests  at  1 1  P.  M. 

How  Rooms  are  Assigned.  Students  in  school  at  the  close  of 
any  school  year  have  rooms  assigned  to  them  as  follows:  If  girls  de- 
sire to  keep  the  rooms  they  have,  these  rooms  are  assigned  to  tliem. 
At  a  meeting  the  remaining  rooms  are  put  up  in  order  of  desirability. 
If  two  or  more  groups  of  girls  desire  the  same  room,  the  groups  draw 
lots  for  it.  This  process  continues  until  all  girls  in  school  are  assigned 
to  rooms  for  the  following  year. 

Entering  students  are  assigned  to  rooms  in  the  order  in  which 
their  applications  are  received  and  as  nearly  in  accordance  with  their 
preference  as  possible. 

How  TO  Secure  Room  Assignment.  All  entering  boarding  stu- 
dents are  required  to  pay  ten  dollars  in  advance  for  the  reservation  of 
a  room.  This  is  due  when  the  application  and  personnel  record  is 
filed.  This  blank  will  be  sent  on  request  to  any  prospective  student. 
The  deposit  is  credited  on  the  following  semester's  contingent  fee. 
Students  in  school  at  the  end  of  any  year  who  reserve  rooms  for  the 
following  year  must  pay  the  room  reservation  deposit  by  July  1st,  or 
their  assignment  to  a  room  is  cancelled  and  they  take  their  place  on 
the  list  of  entering  students.  Students  are  not  permitted  to  room  alone 
except  as  indicated  on  page  29. 

Advance  reservation  deposits  may  be  returned  to  students,  pro- 
vided they  notify  the  college  three  weeks  before  the  opening  of  the 
semester  of  their  intention  not  to  attend,  and  provided  the  request  for 
a  refund  is  approved  by  the  Board  of  Trustees  and  the  Department 
of  Revenue. 

Rooms  are  not  held  for  students  beyond  the  first  day  of  the 
semester  or  term  unless  arrangements  have  previously  been  made. 

Cap  and  Gown.  The  regulation  cap  and  gown  sanctioned  by 
tlie  Intercollegiate  Bureau  and  Registry  of  Academic  Costume  are 
worn  by  seniors  upon  the  proper  occasions. 

Alumni  Association.  Since  its  organization  the  school  has  grad- 
uated nearly  ten  thousand  students  from  its  various  curricula.  Fifteen 
hundred  thirteen  degrees  have  been  granted  since  Indiana  was  made 
a  college  in  1927.  The  love  and  devotion  of  these  alumni  is  an  im- 
l-'ortant  factor  in  the  future  development  of  the  college.  At  the 
annual  meeting  in  May,   1933,  the  constitution  of  the  Alumni  Asso- 


Indiana  Catalogue  Number  23 

elation  was  changed  so  that  it  is  now  organized  on  a  representative 
basis  with  the  loeal  unit  in  each  community  sending  its  representa- 
tives to  the  meetings  of  the  executive  council,  which  meets  twice  each 
year.  In  this  way  it  is  hoped  tliat  every  graduate  of  the  school  may 
be  brought  into  relationship  to  the  school  through  membership  in  an 
active  local  unit. 

ATHLETICS 

Clean,  wholesome  athletic  rivalry  has  a  place  in  life.  It  has  a 
vital  place  in  the  training  of  teachers.  Varsity  athletics  provide  op- 
portunity for  the  man  of  exceptional  ability  to  utilize  liis  skill.  He 
represents  the  college  in  intercollegiate  competition,  and  tlirough  the 
adjustments,  sacrifices,  and  contacts  necessary  during  his  training 
period  and  in  the  games  his  educational  vision  is  broadened.  He  learns 
the  give  and  take  of  wholesome  living.  Football,  basketball,  baseball, 
tennis,  and  swimming  are  the  varsity  sports  for  men. 

Intramurals.  This  group  of  athletic  activities  makes  possible  the 
selection  of  varsity  material.  It  gives  all  students  a  chance  to  learn 
the  fundamentals  of  the  major  sports.  The  physical,  mental,  and 
social  benefits  that  come  from  organized  team  play  are  made  available 
to  many  more  students  through  the  intramural  activities.  The  pro- 
gram is  to  be  expanded  to  meet  the  needs  of  the  new  curricula  in  the 
teachers  colleges.  Fall,  winter,  and  spring  sports  are  now  available. 
Intramural  sports  days  were  introduced  this  year  in  basketball  and 
volley  ball.  This  affords  the  educational  opportunity  of  seeing  an- 
other college  in  action,  and  broadens  the  scope  of  the  program. 

Women's  Athletics.  The  women's  athletic  activities  provide  op- 
portunity for  many  college  women  to  learn  a  variety  of  sport  skills. 
Each  activity  extends  over  a  nine  weeks'  period  including  instruction, 
practice,  and  competition.  Intercollegiate  sports  days  permit  the 
winning  teams  to  enjoy  one  game  with  another  college.  This  oppor- 
tunity to  be  guests  at  another  college  and  hosts  to  visiting  teams 
provides  desirable  social  and  educational  experience.  No  tangible 
award  is  presented.  The  reward  is  inherent  in  the  activities  of  the 
day. 

Health  Education.  The  new  curriculum  has  used  the  term 
Health  Education  to  include  the  activity  courses  and  the  personal 
and  community  hygiene  courses  prescribed  for  all  freshmen.  Stu- 
dents at  Indiana  are  fortunate  in  having  the  facilities  for  healthful 
physical  activities  that  are  available  at  this  college.  All  students  take 
one  year  of  these  prescribed  activities,  adapted  to  their  needs  and 
capacities.  This  introductory  course  for  freshmen  consists  in  de- 
veloping ability  to  swim  forty  yards,  to  keep  afloat  five  minutes,  to 
become  familiar  with  the  fundamentals  of  rhythmic  activities,  and 
experience   the   satisfactions   that   come   from   developing   the    funda- 


24  Teachers  College  Bulletin 

mental  skills  needed  for  successful  participation  in  the  individual 
and  team  sports  that  make  life  more  complete  and  develop  tlie  habit 
of  exercise.  This  course  also  presents  the  basic  knowledge  essential 
to  healthful  living. 

Teaching  Health  Education.  This  course  acquaints  the  stu- 
dent with  the  essential  facts  that  children  of  the  elementary  and  sec- 
ondary schools  need  in  order  to  develop  the  habits,  attitudes,  and 
knowledge  necessary  for  healthful  living.  Instruction  is  given  in  the 
proper  examination  of  the  ears  and  eyes  of  school  children,  and  the 
use  of  the  audiometer  and  other  equipment  for  these  purposes  in  the 
psychological  clinic  is  demonstrated  to  the  class. 

Tuberculin  Test.  For  the  last  two  years  the  tuberculin  test  has 
been  given  to  entering  freshmen  and  made  available  for  such  upper 
classmen  as  were  interested  in  taking  advantage  of  this  scientific 
method  of  early  diagnosis  of  a  preventable  disease.  This  year  the 
test  will  become  a  regular  requirement  for  the  entering  freshman 
class  and  available  to  all  other  students  who  care  to  take  it.  This  test 
is  now  conducted  by  the  State  Deparment  of  Health  at  no  cost  to 
students. 

EXTRA-CURRICULAR  ACTIVITIES 

Indiana  inaugurated  a  progressive  system  of  extra-curricular  ac- 
tivities this  fall.  It  is  now  a  requirement  for  graduation  for  all  stu- 
dents to  participate  in  these  physical  activities  all  semesters  except 
those  in  which  a  prescribed  physical  education  course  is  being  taken 
or  in  which  the  student  is  doing  his  student  teaching. 

Team  Sports.  These  courses  for  sophomores  meeting  twice  each 
week  are  arranged  to  offer  seasonal  outdoor  activities  followed  by  an 
indoor  activity.  Tlie  offerings  at  present  are  Field  Hockey  followed 
by  Volley  Ball.  Soccer  and  Basketball  are  combined  in  one  course. 

Rhythmic  Activities.  These  courses  are  offered  in  the  second 
semester  and  give  opportunity  to  select  a  dancing  activity  in  which 
the  student  has  a  keen  interest  or  specific  ability. 

Social,  Clog,  and  Tap  and  Folk  Dancing  are  offered  for  both 
men  and  women.  Backgrounds  of  the  Modern  Dance  and  Modern 
Dance  Forms  are  for  women  only. 

Individual  Sports.  In  the  first  semester  of  the  junior  year 
Archery  is  combined  with  Fencing  in  one  course,  Tennis  with  Gym- 
nastics, Golf  with  Minor  Sports ;  and  Intermediate  and  Advanced 
Swimming  and  Life  Saving  are  the  courses  available  which  appeal  to 
the  individual  as  challenging  leisure-time  or  hobby  possibilities. 

Professionalized  Activities.  Two  of  these  courses  offered  in 
the  second  semester  are  Materials  and  Methods  of  Physical  Education 
in  the  primary  and  in  intermediate  grades.     The  other  courses  which 


THE  GYMNASIUM 


Indiana  Catalogue  Number  25 

juniors  may  elect  are  Teaching  of  Physical  Education  in  the  Second- 
ary School,  Safety,  First  Aid  and  Prevention  of  Athletic  Injuries, 
Girl  Scouting,  and  Officiating.  Any  of  these  courses  are  open  to  sen- 
iors during  their  non-teaching  semester. 

Individual  Gymnastics.  Under  the  new  plan  no  student  is  ex- 
cused from  physical  education.  Those  who  are  temporarily  unable  to 
participate  in  the  prescribed  work  are  scheduled  for  this  course.  In  it 
the  instructions  of  the  honic  physician  are  followed.  In  many  cases 
this  means  a  quick  return  of  ability  to  participate  in  the  prescribed 
work. 

BROADCASTING  ACTIVITIES 

Beginning  March  7,  1938,  at  10:45  A.  M.,  Indiana  State  Teach- 
ers College  began  a  series  of  radio  programs  from  Station  WHJB  at 
Greensburg,  Pennsylvania,  wliicli  gave  to  parents  and  schools  of  our 
service  area  an  opportunity  to  become  acquainted  with  the  activities 
and  personalities  of  the  college.  The  six  programs  consisted  of  two 
periods  with  our  musical  organizations,  the  Symphonic  Choir  and  the 
Orchestra,  a  student  round  table  discussion  of  the  problem  of  teacher 
tenure,  a  student  play,  a  message  from  the  Psychological  Clinic,  and 
a  skit  from  the  Athletic  Department. 

These  programs  were  an  experiment  in  the  use  of  radio  broad- 
casting to  give  our  students  an  insight  into  the  possibilities  of  this  new 
educational  agency  and  to  acquaint  our  service  area  with  a  few  of  the 
professional  and  cultural  opportunities  offered  at  Indiana  to  prospec- 
tive teachers. 

A  Radio  Guild  for  students  and  faculty  besides  the  projected 
credit  course  in  radio  will  plan  more  extensive  and  frequent  programs 
for  next  year. 

SUGGESTIONS  FOR  ENTERING  STUDENTS 

Preliminary.  The  prospective  student  should  send  for  an  ap- 
plication blank.  This  blank  should  be  properly  filled  out  and  re- 
turned with  the  room  reservation  deposit  of  ten  dollars.  Rooms  are 
assigned  in  the  order  in  which  applications  are  received. 

All  baggage  is  delivered  in  the  basement  of  John  Sutton  Hall,  and 
porters  deliver  the  baggage  directly  to  the  students'  rooms.  Baggage 
should  be  plainly  marked  with  the  student's  name  and  room  number 
if  the  assignment  has  been  made.  Students  living  in  school  cottages 
should  mark  their  baggage  with  the  street  address,  and  the  college 
truck  delivers  it  to  the  rooming  place. 

The  time  between  terms  is  very  short  for  getting  the  dormitories 
again  in  readiness  for  students.  For  this  reason  the  residence  halls 
are  not  open  until  the  registration  day. 


26  Teachers  College  Bulletin 

Registration  Day.  On  arrivinc:  at  the  college  on  the  opening 
day  of  school,  \\'ednesday,  September  14,  new  students  will  be  given 
a  mimeographed  sheet  of  directions  telling  them  in  detail  the  proce- 
dure to  be  followed  in  being  registered  and  programmed.  In  general 
the  following  directions  will  be  followed: 

I.  Boarding  Students: 

A.  Go  to  the  library,  rill  enrollment  card^  and  pay  your  fees. 

B.  Girls  will  go  to  Recreation  Hall  where  the  Dean  of  Women 
will  give  them  the  room  assignment  and  keys.  Boys  will  go 
to  the  gymnasium  where  the  Dean  of  Men  will  have  charge. 

C.  Take  all  baggage  checks  to  the  college  bookstore  and  pay 
for  delivery  of  the  baggage. 

D.  Programs  will  be  made  by  teachers  assigned  to  particular 
groups.  These  teachers,  the  rooms  in  which  programs  will  be 
made,  and  the  group  assigned  to  each  will  be  clearly  indica- 
ed  in  the  sheet  of  directions. 

E.  Books  and  other  school  materials  can  be  secured  at  the  col- 
lege co-operative  bookstore.  No  books  should  be  purchased 
until  after  the  classes  have  met  and  a  correct  list  of  neces- 
sary books  has  been  made  out. 

F.  Students  who  are  transferring  from  other  schools  and  who 
have  not  had  their  credits  evaluated  should  take  them  to  the 
office  of  the  Dean  of  Instruction. 

G.  The  President's  office  is  always  at  the  service  of  new  stu- 
dents. 

II.  Day  Students: 

The  same  procedure  as  indicated  above  will  be  followed  by 
day  students  except  that  B  and  C  will  be  omitted. 

Entrance  Tests.  Every  candidate  for  admission  ranked  in  the 
lower  half  of  his  high  school  class  should  take  the  entrance  examina- 
tions on  Friday,  July  15.  Those  who  decide  to  apply  for  admission 
after  that  date  may  take  the  entrance  examinations  on  Tuesday,  Sep- 
tember 13.  This  is  the  last  date  set  for  these  tests,  and  no  applicant 
who  ranks  in  the  lower  half  of  his  class  can  complete  his  registration 
without  taking  them. 

Meeting  New  Students.  All  freshmen  and  other  new  students 
will  report  for  registration,  classification  and  other  activities,  Wednes- 
day, September  14.  A  general  meeting  of  all  freshmen  will  be  held 
in  the  Auditorium  at  7 :30  that  evening. 


Indiana  Cataloguk  Numbkr  27 


Visits.  Success  demands  concentration  of  tliought.  This  is  pre- 
vented by  frequent  visits  at  home  or  elsewhere,  and  usually  time  thus 
spent  cfrcatly  hinders  tlie  })r()gress  of  the  student.  The  student  must 
decide  between  sacrificing  his  school  work  and  limiting  the  number  of 
his  visits. 

Electrical  and  Heating  Apparatus.  Students  are  not  per- 
mitted to  use  or  to  have  stoves,  electric  irons  or  heaters  or  cookers,  or 
any  preparation  for  producing  fire  or  heat  in  their  rooms.  The  school 
provides  facilities  for  laundry  work,  and  a  candy  kitchf  n  for  what- 
ever cooking  is  necessar}^  for  "spreads." 

SELF  HELP  AND  LOAN  FUND 

During  the  last  four  years  Indiana,  in  common  veith  other  col- 
leges, has  had  available  through  the  federal  aids  to  education  con- 
siderable opportunity  for  students  to  secure  work  that  would  aid  in 
paying  their  expenses.  Whether  this  aid  will  be  extended  for  the 
coming  year  is  not  known.  If  it  is,  there  will  be  open  to  a  number  of 
worthy  students  who  otherwise  cannot  attend  school  an  opportunity 
to  earn  part  of  their  expenses.  If  the  federal  aid  is  not  continued, 
there  will  be  very  few  opportunities  for  students  to  secure  work  at 
Indiana  that  will  aid  in  paying  their  expenses.  The  few  part-time 
positions  that  are  available  are  usually  filled  by  students  who  have 
been  here  two  or  three  years. 

Day  Students.  Several  pleasant  rooms  have  been  provided  for 
non-resident  students  for  study,  lunch,  and  rest.  It  is  the  desire 
of  the  administration  to  make  all  students  comfortable-  and  happy, 
and  suggestions  for  better  conditions  will  be  gladly  received. 

The  Jane  E.  Leonard  Memorial  Loan  Fund  was  begun  several 
years  ago  and  was  built  up  largely  through  the  work  of  faculty  and 
students.  During  the  last  few  years  most  of  the  alumni  units  have 
come  to  the  aid  of  the  fund,  and  some  have  made  very  liberal  contribu- 
tions. The  available  loan  value  has  now  reached  about  fifteen  thousand 
dollars.  The  requests  for  loans  have  been  so  heavy  that  it  has  been 
necessary  to  limit  them  to  seniors^  although  it  has  been  possible  during 
the  last  year  or  two  to  make  a  few  loans  to  juniors.  Under  no  circum- 
stances can  loans  from  this  fund  be  extended  to  freshmen. 

FEES,  DEPOSITS,  REPAYMENTS 

A.     FEES 

I.     Student  Activity  Fee: 

A  fee  to  be  determined  by  each  institution  will  be  collected 
from  all  students  and  administered  under  regulations  approved 
by  the  Board  of  Trustees  through  a  co-operative  organization. 
This  fee  will  cover  the  cost  of  student  activities  in  athletics. 


28  Teachers  College  Bulletin 


lectures,  entertainments,  student  publications,  etc. 

This  fee  for  1938-39  will  be  six  dollars  per  semester  for 
State  Teachers  College,  Indiana,  Pennsylvania.  For  the  regu- 
lar summer  session  the  fee  will  be  two  dollars.  No  activity  fee 
will  be  charged  in  the  post  summer  session. 

II.     Contingent  J'ee: 

A.  Regular  Session 

1.  A  contingent  fee  for  each  student  in  each  curriculum 
is  charged  as  follows : 

Half  Semester 

Elementary   Curricula $18.00 

Secondary    Curriculum      ....          ...  18.00 

Art         27.00 

Business  Education 21.00 

Home   Economics 86.00 

Music  (including  private  instruction  fees)  .     .  45.00 

This  fee  covers  registration  and  keeping  of  records  of  stu- 
dents, library,  student  welfare,  health  service  (other  than  ex- 
tra nurse  and  quarantine)  and  laboratory  facilities. 

2.  Students  taking  seven  or  fewer  semester  hours  shall  pay 
at  the  rate  of  five  dollars  per  semester  hour.  Students 
taking  more  than  seven  semester  hours  shall  pay  the 
regular  contingent  fees  provided  that  the  regular  con- 
tingent fees  for  special  curricula  shall  be  pro-rated  on 
the  basis  that  the  number  of  semester  hours  taken  is  to 
eighteen  semester  hours. 

3.  Students  taking  extension  courses  shall  pay  at  the  rate 
of  five  dollars  per  semester  hour  provided  that  the  regu- 
lar fees  for  special  curricula  shall  be  pro-rated  on  the 
basis  that  the  number  of  semester  hours  taken  is  to 
eighteen  semester  hours. 

B.  Summer  Session,  six  weeks 

1.  Five  dollars  per  semester  hour. 

A   minimum   contingent    fee   of   fifteen   dollars   will   be 
charged. 

2.  Contingent  Fees  for  Special  Curricula. 

In  addition  to  the  above  fee  for  summer  school,  students  in 
the  special  curricula  will  be  required  to  pay  a  fee  to  cover  the 
cost  of  materials,  supplies^  equipment,  and  special  services 
used  in  the  laboratories,  shops,  or  studios  for  the  special  cur- 
ricula. 


Indiana  Catalogue  Numbkr  2ft 

C.      Post  Summer  Session,  three  weeks 

1.  Five  dollars  })er  semester  hour. 

2.  No  activity  fee  will  be  charc^ed. 

3.  If  courses  in  special  curricula  are  pivcn,  the  fees  will  he 
one-half  the  corresponding  fees  for  the  rrgular  six 
weeks  session. 

III.  HorsiNO  Feb  : 

A.  Housinc]  rate  for  stndentf 

The  housing  rate  for  students  shall  be  $63  per  one-half 
semester  and  $42  for  the  Summer  Session.  This  includes  room, 
meals  and  limited  laundry. 

1.  For  rooms  with  running  water  an  additional  charge  of 
$9.00  per  student  per  semester,  or  $3  for  the  Summer 
Session  is  made. 

2.  No  reduction  in  the  rate  is  to  be  made  for  laundry  done 
at  home  nor  for  absence  of  students  who  go  home  for  a 
few  days  at  a  time. 

3.  A  student  may,  at  the  discretion  of  the  President  of  the 
College,  occupy  a  double  room  alone  by  paying  an  ad- 
ditional $36  a  semester  or  $12  for  the  Summer  Session. 

B.  Housing  rate  for  employees  other  than  those  included  in 
the  State  Classification  Schedule  (faculty,  clerks,  etc.)  shall  be 
$9  per  week. 

C.  The  rate  for  transient  meals  shall  be 

Breakfast,  40  cents ;  Lunch,  40  cents ;  Dinner,  50  cents. 

IV.  Damage  Fee: 

Students  shall  be  responsible  for  damages,  breakage,  loss, 
or  delayed  return  of  college  property. 

V.  Infirmary  Fee: 

After  three  days  in  the  college  infirmary  the  college  shall 
charge  an  additional  dollar  for  each  day. 

Day  students  who  may  be  admitted  to  the  infirmary  shall 
pay  board  at  the  rate  of  two  dollars  a  day.  This  charge  includes 
the  regular  nurse  and  regular  medical  service  but  does  not  in- 
clude special  nurse  or  special  medical  service. 

VI.  Isolation  Hospital  Fee: 

If  the  college  maintains  an  Isolation  Quarantine  Hospital 
for   contagious   diseases,   the   college   shall   charge   $10.00   per 


80  Teachers  College  Bulletin 

week  additional,  but  this  service  charge  does  not  isclude  train- 
ed nurse  or  special  medical  service. 

Day  students,  who  may  be  admitted  to  the  Quarantine 
Hospital,  shall  pay  tlie  board  rate  of  two  dollars  a  day  (see  V 
above),  and  in  addition  shall  pay  $10.00  a  week,  but  this  addi- 
tional charge  does  not  include  trained  nurse  or  special  medical 
service. 

VII.  Tuition  Fee: 

Students  whose  residence  is  out  of  the  state  shall  be 
charged  a  fee  of  $105  per  semester,  $85  per  Summer  Session, 
and  $17  for  the  Post  Summer  Session.  Such  students  shall 
pay  the  contingent  fee  in  addition  to  the  tuition  fee. 

VIII.  Private  Instruction  Fees: 

The  charge  for  private  lessons  in  music  in  the  state  teach- 
ers colleges  maintaining  the  special  curriculum  in  music  shall 
be: 

1.  Voice,  piano,  band  or  orchestral  instruments,  $24  per  se- 
mester for  one  lesson  per  week. 

2.  Rental  of  piano  for  practice,  one  period  per  day,  $6  per 
semester. 

Rental  of  band  or  orchestral  instruments,  $6  per  semester. 
For  summer  sessions  the  charge  is  one-third  of  above  rates. 

IX.  Degree  Fee  : 

A  fee  of  five  dollars  shall  be  paid  by  each  candidate  for  a 
degree  to  cover  the  cost  of  degree  diploma. 

X.  Record-Transcript  Fee: 

One  dollar  shall  be  charged  for  the  second  and  each  sub- 
sequent transcript  of  records. 

XI.  Delinquent  Accounts: 

No  student  shall  be  enrolled,  graduated,  or  given  a  trans- 
script  of  his  record  until  all  previous  charges  have  been  paid. 

B.     DEPOSITS 

Advance  Registration  Deposit: 

A  deposit  of  $10  shall  be  made  by  all  students  when  they 
request  registration.  This  is  a  guarantee  of  the  intention  of 
the  student  to  enter  college  for  the  term  or  semester  desig- 
nated. It  is  deposited  with  the  Department  of  Revenue  to  the 
credit  of  the  student's  contingent  fee.  If,  however,  the  student 
notifies  the  college  at  least  three  weeks  before  the  opening  of 


Indiana  Catalogue  Number  81 

college  that  he  is  unable  to  enter,  or  if  the  student  is  rejected 
by  the  college,  repayment  of  this  deposit  may  be  made  through 
the  Department  of  Revenue,  on  application  from  the  student 
through  the  college  authorities.  This  repayment  must  be  ap- 
proved by  the  Board  of  Trustees  and  by  the  Department  of 
Revenue. 

A  check  or  money  order  for  this  amount  must  be  drawn  to 
the  Commonwealth  of  Pennsylvania.  If  a  money  order  is  used 
it  must  be  payable  at  Ilarrisburg,  Pennsylvania. 

C.     NO  OTHER  FEES  OR  DEPOSITS  PERMITTED 

No  fees  or  deposits  other  than  as  specified  above  may  be 
charged  by  a  state  teachers  college. 

D.     REPAYMENTS 

I.  Repayments  Will  Not  Be  Made: 

A,  To  students  who  are  temporarily  suspended,  indefinitely 
suspended,  dismissed,  or  who  voluntarily  withdraw  from  col- 
lege. 

B.  For  any  part  of  the  advance  registration  deposit  for  any 
causes  whatsoever  except  where  students  give  notice  of  inten- 
tion to  withdraw  at  least  three  weeks  before  the  college  opens 
or  when  the  student  is  rejected  by  the  college. 

II.  A  repayment  will  be  made  for  personal  illness  if  certified 
to  by  an  attending  physician  or  for  such  other  reasons  as  may 
be  approved  by  the  Board  of  Trustees  for  the  amount  of  the 
housing  and  contingent  fees  paid  by  the  student  for  the  part 
of  the  semester  which  the  student  does  not  spend  in  college. 

III.  The  advance  registration  deposit  will  be  returned  to  stu- 
dents provided  they  notify  the  college  of  their  intention  not  to 
attend  not  less  than  three  weeks  before  the  opening  of  the  se- 
mester or  term,  or  provided  the  student  is  rejected  by  the  col- 
lege. 

In  addition  to  the  fees  the  average  student  will  require  approxi- 
mately $25  per  semester  for  books,  gymnasium  costume,  student  or- 
ganization dues,  etc. 

TIME  OF  PAYMENT 

June  2*0,  payment  in  full  of  all  summer-session  fees. 
August  1,  payment  in  full  of  all  post-summer-session  fees. 
September  14  or  15,  payment  for  the  first  half  of  first  semester. 
November  7  to  11,  payment  for  second  half  of  first  semester. 
January  26  or  26,  payment  for  first  half  of  second  semester. 
March  20  to  24,  payment  for  second  half  of  second  semester. 


Teachers  College  Bulletin 


HOW  TO  PAY  BILLS  AND  CHARGES 

All  bills,  including  contingent  fee,  board,  room,  and  laundry,  extra 
room  rent,  special  department  fees  are  payable  at  least  nine  weeks  in 
advance.     Bookstore  purchases  are  on  a  cash  basis. 

Students  will  not  be  permitted  to  enroll  for  their  second  semes- 
ter or  any  later  semester,  until  all  bills  previously  incurred  have  been 
paid,  nor  will  credit  be  certiried  to  other  institutions  or  to  the  Depart- 
ment of  Public  Instruction  until  all  overdue  accounts  have  been  paid. 

Students  desiring  to  leave  school  before  the  close  of  a  semester 
must  report  to  the  President  and  settle  all  unpaid  accounts. 

Meal  tickets  for  visitors  can  be  obtained  in  the  office  of  the 
dietitian  or  in  the  business  office. 

All  checks  should  be  made  payable  to  the  Commonwealth  of 
Pennsylvania,  except  that  for  the  activity  fee,  which  should  be  made 
payable  to  Paul  Woodring,  Treasurer. 


PART  II 


RfigUIREMENT    FOR   ADMISSION 

Curricula  for  Teaching  in  the  Elementary  and 
Secondary  Schools 

Kindergarten-Primary  Curriculum 
Intermediate  Curriculum 
Secondary  School  Curriculum 

Curricula  for  Teaching  in  Special  Fields 
The  Art  Curriculum 
The  Business  Education  Curriculum 
The  Home  Economics  Curriculum 
The  Music  Curriculum 

The  Summer  Session 

The  Post  Summer  Session 


34 


Teachers  College  Bulletin 


REQUIREMENTS  FOR  ADMISSION 


The  following  is  a  condensed  statement  of  the  requirements 
adopted  by  the  Board  of  Teachers  College  Presidents,  May  13,  1982. 
Five  general  bases  for  admissions  were  set  up : 

I.  General  Scholarship 

II.  Character  and  Personality 

III.  Health  and  Physical  Vigor 

IV.  English  Fundamentals  and  Psychological  Tests 

V.  A  Personal  Interview 

Candidates  for  admission  must  satisfy  these  five  general  require- 
ments in  detail  as  outlined  below: 

I.  General  scholarship  as  evidenced  by  graduation  from  an  ap- 
proved four-year  high  school  or  institution  of  equivalent  grade,  or 
equivalent  preparation  as  determined  by  the  Credentials  Division  of 
the  Department  of  Public  Instruction. 

A.  Applicants  ranking  in  the  upper  half  of  their  graduat- 
ing classes  in  high  school  will  be  admitted  on  certificate 
without  further  evidence  of  general  scholarship. 

B.  Applicants  who  do  not  rank  in  the  upper  half  of  their 
graduating  classes  may  be  admitted  on  probation  provided 

1.  They  are  recommended  by  their  high  school  principal  as 
being  able  to  do  creditable  college  work,  and 

2.  Appraisal  of  the  detailed  high  school  record  indicates 
.    to  admission  authorities  of  the  college  that  the  candi- 
date can  do  satisfactory  college  work,  and 

3.  A  rating  satisfactory  to  the  institution  is   made  on  a 
scholastic  aptitude  test  administered  at  the  college. 
Applicants  satisfactorily  meeting  the  requirements  1,  2, 

and  3  above  will  be  admitted  on  probation.  Such  stu- 
dents will  be  required  to  withdraw  from  the  college  un- 
less they  meet  the  required  standard  of  scholarship. 

II.  Integrity  and  appropriate  personality  as  shown  by  an  esti- 
mate by  secondary  school  officials  of  the  candidate's  trustworthiness, 
initiative,  industry,  social  adaptability,  personal  appearance,  and 
sympathy. 

A.  The  estimate  of  the  secondary  school  official  will  be  re- 
corded by  a  check  mark  in  the  appropriate  column  of  a  three- 
point  rating  scale  as  follows: 

Trustworthiness 

Initiative 

Industry 

Social  Adaptability 

Personal  Appearance 

Sympathy 


Low 

Middle 

High 

Indiana  Cataloour  Number  86 


B.  This  will  be  included  as  a  j)art  of  tlie  high  school  record 
blank. 

III.  Hcaltii,  physical  vigor,  emotional  stability,  absence  of  phys- 
ical defects  that  M'oiild  interfere  with  the  successful  i)erformance  of 
the  duties  of  a  teacher,  and  absence  of  a  predisposition  toward  ill 
health  as  determined  by  a  medical  examination  at  the  college. 

A.  All  applicants  for  admission  shall  present  a  certificate 
of  examination  signed  by  a  j)hysician  legally  qualified  to 
practice  medicine  in  the  Commonwealth  of  Pennsylvania. 
Forms  for  the  examination  will  be  furnished  by  the  college. 
This  medical  examination  will  be  checked  by  the  examining 
physician  at  the  college,  and  students  may  be  required  to 
undergo  a  complete  re-examination. 

B.  Applicants  may  be  rejected  for  the  following  reasons: 

1.  Incurable  defects  or  diseases  of  the  heart,  lungs, 
kidneys,  digestive  system^  nervous  system  (including 
hysteria,  epilepsy,  nervous  instability),  skin,  organs 
of  the  special  senses,  thyroid 

2.  Defective  vision  of  marked  degree 
8.      Permanently  impaired  hearing 

4.      Marked  speech  defects 

6.     Unsightly  deformities 

6.      Marked  obesity 

Students  with  remedial  defects  may  be  accepted  on 
condition  that  immediate  treatment  be  undertaken 
for  the  removal  of  these  defects. 

IV.  Normal  intelligence  and  satisfactory  command  of  English 
as  evidenced  by  ratings  in  standard  tests.  The  tests  to  be  used  will  be 
prescribed  each  year  by  the  Board  of  Presidents  and  will  be  uniform 
for  all  state  teachers  colleges. 

V.  A  personal  interview  with  particular  attention  to  personality, 
speech  habits,  social  presence,  expressed  interests  of  the  applicant, 
and  promise  of  professional  development. 

A.  The  purpose  of  the  personal  interview  is 

1.  To  give  the  examining  committee  of  the  college  an 
opportunity  to  select  from  the  applicants  for  ad- 
mission those  persons  who  give  promise  of  becoming 
desirable  teachers,  and 

2.  To  check  on  the  personal  characteristics  of  the  ap- 
plicants who  are  admitted  as  these  appear  in  the 
interview. 

B.  The  interview  will  be  conducted  at  the  college  or  other 
places  and  at  times  designated  by  the  President  of  the  col- 
lege. 


Teachers  College  Bulletin 


The  entrance  examinations  for  applicants  who  were  in  the  lower 
half  of  their  graduating  classes  will  be  held  on  Friday,  July  15.  Every 
applicant  who  ranked  in  the  lower  half  of  his  class  should  make  ap- 
plication in  time  to  take  the  examination  on  that  date.  Another 
examination  for  those  M'ho  do  not  apply  before  the  July  date  will  be 
given  on  Tuesday,  Scpember  13,  but  tlie  chances  for  admission  will  be 
greatly  decreased  if  they  wait  until  that  time. 

Advanced  Standing 

Advanced  credit  will  be  given  for  equivalent  courses  completed 
in  approved  institutions  of  collegiate  grade,  but  no  student  may  obtain 
a  certificate  or  degree  without  a  minimum  residence  of  one  year  in 
this  college.  A  student  transferring  from  another  college  will  be  re- 
quired to  present  a  statement  of  honorable  dismissal  from  the  college 
which  he  last  attended  and  to  meet  the  same  entrance  requirements 
as  any  other  applicant. 

Correspondence  and  Extension  Work 

No  credit  can  be  given  for  correspondence  or  extension  work  to- 
ward limited  certification  unless  such  work  was  completed  previous 
to  September,  1926.  Credit  for  extension  work  in  certain  subjects  up 
to  a  total  of  not  to  exceed  thirty  semester  hours  may  be  accepted 
toward  the  requirement  for  a  degree.  No  correspondence  work  is 
accepted. 

Scholarship  Grades  and  Quality  Points 

The  following  grades  are  used  in  reporting  the  standing  of  stu- 
dents at  the  end  of  each  semester  or  summer  term:  A,  excellent;  B, 
good;  C,  fair;  D,  passed;  F,  failed;  I,  incomplete. 

A  grade  of  F  can  be  cleared  only  by  repeating  the  course  in  the 
regular  way.  The  grade  I  is  used  to  record  work  which,  so  far  as  cov- 
ered, is  of  passing  grade,  but  which  is  incomplete  because  of  personal 
illness  or  other  unavoidable  reason.  It  must  be  made  up  within  two 
months  after  the  student  returns  to  school. 

Quality  points  are  assigned  as  follows :  Grade  A,  3  quality  points 
per  semester  hour ;  B,  2  quality  points  per  semester  hour ;  C,  1  quality 
point  per  semester  hour;  D  or  F,  no  quality  points. 

To  qualify  for  graduation  or  for  recommendation  for  the  State 
Standard  Limited  Certificate,  a  student  must  have  secured  as  many 
quality  points  as  the  number  of  semester  hours  he  has  earned  in  this 
school  toward  his  degree  or  certification.  Quality  points  are  not 
counted  on  grades  from  other  schools  but  a  student  transferring  from 
another  school  is  held  responsible  for  quality  points  only  on  work 
taken  here. 


Indiana  Catalooub  Number  87 


Eligibility  for  Student  Teaching 

No  student  shall  be  eligible  for  student  teaching  who  has  not 
completed  all  the  required  English  courses  up  to  the  teaching  semester 
and  who  does  not  have  as  many  quality  points  as  he  has  semester 
hours  credit  in  this  school.  Rare  exceptions  may  be  made  in  the  case  of 
students  who  have  shown  marked  improvement  in  scholarship,  but  in 
no  case  can  student  teaching  be  granted  to  a  student  who  has  not  had 
at  least  one  semester's  work  with  a  C  average  and  no  failures  if  he 
IS  seeking  the  State  Standard  Limited  Certificate  or  at  least  two 
semesters  with  a  C  averac.!;c  and  no  failures  if  he  is  a  candidate  for  a 
degree. 

Commencement  Exercises 

One  commencement  is  held  each  year  at  the  close  of  the  second 
semester.  Only  those  students  M'ho  have  completed  all  requirements 
for  graduation  will  be  permitted  to  take  part  in  the  commencement 
exercises. 

Requirements  for  Graduation  and  Certification 

Every  student  entering  the  State  Teachers  College,  Indiana, 
Pennsylvania,  selects  one  of  the  seven  degree  curricula  offered  at  this 
college.  All  curricula  are  definitely  four  years  in  length,  and  all  lead 
to  the  degree  of  Bachelor  of  Science  in  Education  or  in  some  specific 
field  of  education  and  entitle  the  graduate  to  the  Provisional  College 
Certificate  in  the  appropriate  field. 

Graduates  of  the  special  curricula.  Art,  Business  Education, 
Home  Economics,  and  Music,  receive  the  degree  of  Bachelor  of  Sci- 
ence in  their  particular  field  of  education  and  the  Provisional  College 
Certificate  with  authority  to  teach  and  supervise  the  work  in  their 
special  field  in  all  grades  on  both  the  elementary  and  the  secondary 
school  level.  These  graduates  are  usually  certificated  to  teach  at  least 
one  other  field  in  the  junior  or  senior  high  school.  Further  information 
will  be  found  under  the  discussion  of  each  department. 

Those  who  complete  the  secondary  curriculum  receive  the  degree 
of  Bachelor  of  Science  in  Education  with  certification  in  their  major 
fields. 

Graduation  from  the  Kindergarten-Primary  or  Intermediate 
Curriulum  will  entitle  the  graduate  to  the  degree  of  Bachelor  of  Sci- 
ence in  Education  and  the  Provisional  Colleere  Certificate  which  en- 
titles the  liolder  to  teach  in  the  elem;  ntary  grades  for  a  period  of  three 
years. 

Tho  Provisional  College  Certificate  entitles  the  holder  to  teach 
lor  a  period  of  three  years  the  field  or  subjects  indicated  on  the  face 
of  the  certificate.  During  tliat  period  the  holder  must  secure  six  se- 
mester hours  of  approved  preparation.     Upon  completion  of  these  and 


88  Teachers  College  Bulletin 

of  three  years'  successful  teaching  in  the  public  schools  of  the  Com- 
monwealth of  Pennsylvania,  the  Provisional  College  Certificate  is 
changed  to  a  Permanent  College  Certificate. 

Students  entering  the  Kindergarten-Primary  or  Intermediate 
Curriculum  who  feel  unable  to  remain  more  than  three  years  may, 
during  the  first  year,  ask  to  be  allowed  to  do  student  teaching  during 
the  third  year  of  attendance.  So  far  as  student  teaching  facilities  will 
permit,  such  applicants  may  have  their  programs  for  the  second  and 
third  years  so  arranged  that  they  can  secure  student  teaching  and 
other  courses  required  for  immediate  certification.  When  these  stu- 
dents have  met  the  requirement  of  three  full  years  of  work  on  a  degree 
curriculum,  as  modified  for  certification,  they  may  receive  a  State 
Standard  Limited  Certificate,  which  entitles  the  holder  to  teach  in  the 
elementary  schools  of  the  state  for  a  period  of  three  years.  During 
that  time  the  holder  of  the  certificate  must  secure  at  least  twelve  ad- 
ditional hours  of  approved  credit  toward  the  degree  in  his  field.  His 
certificate  will  then  be  renewed  for  three  years  and  within  this  period 
he  will  be  expected  to  secure  his  degree.  The  State  Standard  Limited 
Certificate  will  not  be  granted  to  students  who  enter  after  February 
1,  1939.  After  that  date  certification  in  any  field  wlH  be  granted 
only  upon  completion  of  the  requirements  for  the  degree  in  that  field. 

All  persons  who  have  completed  the  work  of  the  two-year  Kinder- 
garten-Primary or  Intermediate  Curriculum  as  previously  organized 
are  admitted  to  junior  standing  for  a  degree  provided  they  are  grad- 
uates of  an  approved  four-year  high  school.  The  exact  number  of 
hours  credit  granted  will  depend  upon  the  curriculum  which  the  stu- 
dent has  completed  and  the  one  in  which  he  wishes  to  secure  his  de- 
gree. Those  who  become  candidates  for  the  degree  in  the  elementary 
field  will  secure  two  full  years'  credit,  but  those  who  transfer  to  the 
secondary  field  will  lose  some  credit,  usually  from  four  to  ten  hours. 

Graduates  of  any  two-year  curriculum  can  secure  not  more  than 
two  full  years'  credit,  64  semester  hours,  towards  the  degree  for  such 
graduation. 

Former  graduates  of  a  two-  or  three-year  curriculum  at  the  State 
Teachers  College,  Indiana^  Pennsylvania,  who  become  candidates  for 
a  degree  from  this  school,  must  do  at  least  one-half  the  work  required 
beyond  previous  graduation  or  certification  at  Indiana.  An  amount  up 
to  one-half  the  required  work  may  be  transferred  from  other  accredit- 
ed schools  provided  the  courses  pursued  are  the  same  or  equivalent  to 
the  required  courses  here.  Not  to  exceed  thirty  semester  hours  of 
approved  work  may  be  taken  in  extension  classes.  Correspondence 
courses  are  not  accepted. 


Indiana  Catalogue  Number  89 


REPORTS  ON  STUDENTS'  GRADES 

A  carefillly  worked-out  advisory  system  is  in  use  at  Indiana. 
Every  student  is  assigned  to  a  faculty  adviser  who  assists  the 
student  in  keeping  a  check  on  his  work  and  advises  him  in  regard 
to  his  program,  his  outside  activities,  his  scholarship,  and  other 
matters.  Two  or  three  times  each  semester  a  report  is  made  to 
each  adviser  concerning  the  students  in  his  group  wlio  are  not 
doing  passing  work.  As  soon  as  possible  after  the  close  of  each 
semester  a  full  report  on  the  previous  semester's  work  is  given 
every  student  on  a  record  card  provided  by  the  student.  Reports 
of  students'  grades  are  not  sent  to  the  parents  but  are  given 
directly  to  the  students.  It  is  assumed  that  students  who  are  sent 
to  college  are  mature  and  trustworthy  enough  to  report  correctly 
to  their  parents  the  facts  in  regard  to  their  grades.  If  they  have 
not  reached  this  stage  of  maturity  and  integrity  they  would  seem 
to  lack  qualities  highly  desirable  in  prospective  teachers. 


Changes  in   Curricula 

During  the  last  two  years  all  curricula  except  home  economics 
have  been  reorganized.  The  new  curricula  went  into  effect  in  Septem- 
ber, 1937.  Students  who  entered  before  that  time  and  teachers  in  ser- 
vice who  are  working  toward  their  degrees  need  not  be  disturbed  by 
the  changes,  as  their  previous  work  will  be  adjusted  to  the  new  re- 
quirements without  loss  of  credit  unless  they  change  from  one  curri- 
culum to  another. 

Students  who  entered  before  January  1,  1937,  may  still  secure 
the  State  Standard  Limited  Certificate  vmder  the  former  requirements, 
64  semester  hours,  including  student  teaching,  and  an  average  of  C 
or  better  on  this  amount  of  work.  Those  who  have  entered  any  ele- 
mentary curriculum  since  January  1,  1937,  may  secure  this  certificate 
en  the  satisfactory  completion  of  three  years'  work,  96  semester  hours' 
credit  including  student  teaching,  and  96  quality  points.  The  State 
Standard  Limited  Certificate  will  be  discontinued  for  all  students 
entering  after  February  1,  1939.  No  certificate  of  any  kind  can  be 
granted  to  any  student  entering  after  that  time  until  he  has  met  the 
full  requirements  for  a  degree  and  certificate  in  his  particular  field. 


40 


Teachers  College  Bulletin 


BASIC  TWO  YEARS  OF  THE  ELEMENTARY  AND 

SECONDARY  CURRICULA 

Sequence  of  courses  subject  to  change  for  administrative  reasons. 


First  Semester 


Clock         Semester 
Hours  Hours 


English  I   (including  Library  Science)   ...  4 

Speech  ........  3 

Biological    Science  ......  4 

Health  Education   (including  Physical  Education  and 

Personal    Hygiene)  .....  4 

Place  and  Purpose  of  Education  in  Social  Order, 

including  School   Visitation     ....  8 

Appreciation  of  Music  ......  8 


21 


16 


Sbcond  Semester 


English    II    . 
Principles  of  Geography 
History    of    Civilization 

Biological    Science 

Health  Education,  including  Physical  Education 

and   Personal   Hygiene 
Appreciation  of  Art 


8 

8 

8 

8 

4 

4 

4 

8 

4 

2 

8 

2 

21 


17 


Third  Semester 


Literature    I. 

8 

8 

Economic  Geography 

3 

8 

General  Psychology 

3 

8 

Physical  Science     .... 

4 

3 

Electives         ..... 

4 

4 

17 


16 


THE  AP.TS   BUILDING 


Indiana  Catalogue  Number 


41 


Fourth  Semester 


Literature    II 
Educational    Psycliolojiy 
Principles  of  Sociolop;y   or 
Principles    of    Economies 
Physical  Science     . 
Electives 


Clock 
Hours 

Semester 

Hours 

3 

8 

3 

3 

2 

2 

(2) 
4 

(2) 
3 

6 

6 

18 


17 


(1)    Students    who    are    candidates    for   the    State    Standard    Limited 
Certificate  must  take  as  electives  in  the  second  year 

TeachinjT  of  Reading 

Curriculum  in  Arithmetic 

Teaching  of  English 

and  must  take  as  electives  in  the  third  year 

Student  Teaching 

Curriculum  Materials 

Children's  Literature  and  Story  Telling 

Curriculum  in  Elementary  Science 

LAST  TWO  YEARS  OF  THE  ELEMENTARY  CURRICULUM 

Fifth  Semester 


American  Government — Federal,  State,  and  Local 

3 

3 

Teaching  of  Reading     ...... 

3 

3 

Music     I        .......          . 

4 

2 

Art  I 

4 

2 

Curriculum  in  Arithmetic        ..... 

3 

2 

School  Law  ........ 

1 

1 

Elective          .          .          .          .          .         .          . 

3 

3 

21 


16 


Sixth  Semester 


Child   Psychology            ..... 

3 

8 

Teaching  of  English,  including  Handwriting 

4 

3 

Music    II        ......          . 

3 

iy2 

Art   II 

3 

iy2 

Teaching  of  Health       ..... 

3 

a 

U.  S.  History  to  1865 

3 

3 

Elective          ....... 

3 

8 

22 


17 


42 


Teachers  College  Bulletin 


Seventh  Semester 


Educational  Measurements 

Curriculum  in  Elementary  Science 

Visual    Education  .... 

Children's  Literature  and  Story-Telling 

Evolution  of  the  American  Public  School 

Philosoi^hy   of   Education 

Elective  ...... 


Eighth  Semester 

Student  Teaching  and  Conferences 

Curriculum  Materials,  Selection  and  Adaptation 


Clock 
Hours 

Semester 

Hours 

2 

2 

4 

3 

4    or    2 

2    or    1 

3 

8 

2 

2 

2 

2 

8 

8 

18 


16 
4 

19 


16 


12 
3 

15 


electives  for  group  I 

Kindergarten,  Grades  1,  2,  3 

Pre-School  Child  .... 

Kindergarten-Primary    Theory 

U.  S.  History  since   1865 

Child   Adjustment 

Special    Education 

Diagnostic  and  Remedial  Instruction  in 

Parent    Education 

Handicrafts    ..... 

Descriptive  Astronomy  . 

Courses  in  Speech  or  other  approved  courses  from  subject  fields 

ELECTIVES  FOR  GROUP  II 
Grades  4,  5,  6 


2 

2 

. 

8 

8 

,              , 

8 

8 

. 

8 

8 

1  Reading 

3 

8 

. 

8 

8 

.          , 

4 

2 

,          ^ 

2 

1 

Teaching  of  Arithmetic 

Civic    Education    .... 

U.  S.  History  since  1865 

Industrial    Arts      .... 

Geography  of  Western  Hemisphere 

Geography   of   Eastern   Hemisphere 

Descriptive  Astronomy  . 

Courses  in  Speech  or  other  approved  courses  from  subject  fields 


Indiana  Catalogue  Number 


4.1 


LAST  TWO  YEARS  Ol-   THE  SECONDARY  CURRICULUM 

Fifth  Semester 


American  Government — Federal,  State,  and   Local 
School   Law   ........ 

Educational  Measurements     ..... 

Electives        ........ 


Clock 
Hours 

Semester 
Hours 

3 

8 

1 

1 

2 

2 

10 

10 

Sixth  Semester 

Adolescent  Psychology  .... 
Problems   of  Junior-Senior   High   School 
Electives        ...... 


16 


16 


2        2 

2        2 
12       12 


Seventh  Semester 

Evolution  of  the  American  Public  School 
Visual    Education  ..... 

Guidance         ....... 

Philosophy   of   Education   .  .  .  . 

Electives         ....... 


16 


4    or 


16 


2    or 


Eighth  Semester 

Student  Teaching  and   Conferences 

Curriculum   Materials,   Selection   and   Adaptation 


17 


15 
4 

19 


16 


12 
3 

15 


All  students  are  required  to  take  part,  -without  credit,  in  one 
physical  education  activity  each  semester  in  which  no  physical  educa- 
tion courses  or  student  teaching  are  required  and  in  one  other  extra- 
curricular activity  one  semester  each  year. 

CERTIFICATION  IN  THE  ELEMENTARY  FIELD 

Graduates  of  the  intermediate  or  primary  curriculum  receive  the 
degree  of  Bachelor  of  Science  in  Education  and  the  Provisional  Col- 
lege Certificate.  This  certificate  entitles  the  holder  to  teach  for  tliree 
years  in  the  first  six  grades  of  any  public  school  and  in  grades  seven 
and  eight  if  these  are  not  organized  as  part  of  a  junior  high  school. 
After  three  years  of  successful  teaching  and  the  addition  of  six  hours 
of  approved  college  courses,  the  certificate  is  changed  to  a  Permanent 
College  Certificate. 


4"t  Teachers  College  Bulletin 


CERTIFICATION  IN  THE  SECONDARY  FIELD 

Graduates  of  the  secondary  curriculum  receive  the  same  degree. 
Bachelor  of  Science  in  Education  and  the  Provisional  College  Certifi- 
cate, which  entitles  the  holder  to  teach  in  any  junior  or  senior  high 
school  the  subjects  written  on  the  face  of  the  certificate.  Permanent 
certification  is  secured  on  the  completion  of  three  years  of  successful 
teaching  and  the  completion  of  six  semester  hours  of  additional 
approved  work. 

At  the  meeting  of  the  Board  of  Presidents  of  the  State  Teachers 
College  on  January  15,  1937,  the  following  report  of  the  Curricvdar 
Revision  Committee  was  approved: 

1.  That  each  student  shall  present  as  a  requirement  for  graduation 
from  the  Secondary  Curriculum  at  least  two  subject  fields  for  certifi- 
cation, one  of  which  shall  consist  of  not  less  than  twenty-four  semester 
hours. 

2.  That  all  courses  carried  in  any  subject-matter  field  shall  be 
counted  toward  certification. 

3.  That  the  Board  of  Teachers  College  Presidents  request  the 
State  Council  of  Education  to  consider  raising,  as  soon  as  possible, 
the  present  eighteen-semester-hour  certification  requirement  in  every 
subject-matter  field  to  twenty-four  semester  hours. 

In  accordance  with  the  above  a  student  must  meet  certification 
requirements  in  two  fields,  in  one  of  which  he  must  have  at  least  24 
semester  hours  and  in  the  other  at  least  18  semester  hours.  Required 
courses  are  included  in  the  above,  except  that  the  course  in  "Speech" 
is  not  included  in  meeting  the  requirements  for  certification  in  Eng- 
lish. 

Besides  the  degree  curricula  in  the  special  fields  of  art,  business 
education,  home  economics,  and  music,  Indiana  provides  all  courses 
necessary  for  certification  in  the  secondary  fields  of  English,  geo- 
graphy, mathematics,  science,  and  social  studies.  The  required  and 
elective  courses  in  each  field  are  indicated  below: 

English:  Geography: 

.  -         Required:  18  s.h. 

R^q^^red:  18  s.h.         principles  of  Geography  3  —  3 

English   I    8  —  3         Economic   Geography   ....8  —  3 

Canada 
English   II    3  —  3         Geography  of  the  U.  S. 

Literature  I   3  —  3  ^^^   Canada   3  —  3 

Geography  of  Latin 
Literature  II   8  —  8  America    3  —  8 

English  Philology  3  -  3         Geography  of  Europe  ....3  -  8 

^                       °                                      Geography  or  the 
Advanced   Composition.... 8  —  8  Pacific    Realm    8  —  3 


Indiana  Catalogue  Number 


45 


Electives  6  s,h. 

Shakespeare   8  —  3 

Short   Story    8  —  3 

Modern   Novel  3  —  3 

World    Literature    8  —  3 

Contemporary  Poetry  ....2  —  2 
Victorian   Prose  and 

Poetry  8  —  8 

Journalism    2  —  2 

Pre-Shakespearean 

Literature  2  —  2 

Romantic  Period   3  —  3 

Essay    8  —  3 

Modern    Drama   2  —  2 

19th   Century   Novel 8  —  3 

Social  Studies: 

Required:  18  s.h. 

History  of  Civilization  ..4  —  4 
Sociology  or  Economics  2  —  2 
American  Government  ...-3  —  3 
U.   S.   History  before 

1865    - 8  —  3 

Social  and  Industrial 

History  of  tlie  U.  S.  3  —  3 
Modern   European 

History  8  —   3 

Electives  6  s.h. 
Early  European  History  3  —  3 
Principles  of  Economics  2  —  2 
Principles  of  Sociology  2  —  2 
Latin  American  History  3  —  8 
Comparative  Govern- 
ment     8  —  3 

European  History  since 

the  World  War  8  —  8 

Origin  of  Social  Insti- 
tutions   .-.8  —  3 

History  of  England  3  —  3 

U.  S.  History  since 

1865    " 3  —  3 

Historj^  of  the  Far  East  3  —  8 
History  of  Pennsylvania  3  —  8 

History  of  Ethics   3  —   3 

Renaissance  and  Refor- 
mation      3  —  S 

Industrial   Relations   3  —  3 


Electives  6  s.h. 

Climatology   and 

Meteorology   8  —  3 

Physiography     8  —  8 

Conservation  of  Natural 

Resources   8  —  8 

Field  Course 8  —  3 

approved)     3  —  3 

Commercial  and  Indus- 
trial Geography  3  —  3 

Trade  and  Transpor- 
tation   3  —  3 

Mathematics: 

Required:  18  s.h. 

College  Algebra  3  —  3 

College  Trigonometry  ....3  —  3 

Analytic  Geometry 3  —  3 

Calculus    I    3  —  3 

Calculus    II    3  —  3 

Statistics     3  —  3 

Electives:  6  s.h. 

College  Algebra  II   3  —  3 

Synthetic  Geometry  3  —  3 

History  of  Mathematics  3  —  3 
Applied  Mathematics   —.3  —  3 


46 


Teachers  College  Bulletin 


A.  Science: 
Required: 

Biological  Science  8  —  6 

Physical    Science    8  —  6 

Electives  in  Biological 

Science    6 

Electives   in  Physical 

Science    6 

Electives : 
See  courses  listed  under  electives 
in  Biological  Science  and  under 
Physical   Science. 


B.  Biological  Science: 

Required: 

Botany    8  —  6 

Zoology  8  —  6 

Electives: 

Ecology  4  —  3 

Advanced  Biology  4  —  3 

Advanced  Zoology  4  —  3 

Physiology    4  —  3 

Bacteriology    4  —  3 

Parasitology    4  —  3 

Comparative  Anatomy  ...A  —  8 

Histology    4  —  8 

Genetics    8  —  8 

Embriology  4  —  8 

Entomology    4  —  8 

Advanced  Nature  Study  4  —  3 


C.  Ph-vsical  Science: 
Required: 

General  Inorganic 

Chemistry  12  —  8 

General   College 

Physics   12  —  8 

Electives : 

Qualitative  Analysis   4  —  3 

Quantitative  Analysis   ...A  —  8 

Organic   Chemistry    4  —  3 

Physical  Chemistry  4  —  3 

Industrial  Chemistry  4  —  3 

Physiological  Chemistry  4  —  3 

Food    Chemistry    4  —  3 

Colloidal    Chemistry    4  —  3 

Descriptive  Astronomy  ..2  —   1 

Physiography  3  —  3 

Geology    4  —  8 

Mechanics  4  —  3 

Heat  , 4  —  8 

Magnetism  and 

Electricity    4  —  3 

Hydrostatics     4  —  3 

Optics   4  —  3 

Modem    Physics    4  —  3 

Sound    4  —  3 

Physics  Laboratory  4  —  3 

E.  Physics: 

Required:  18  s.h. 

Physical    Science    8  —  6 

Advanced  Physics  8  —  o 

Electives:  12  s.h. 

Mechanics    4  —  3 

Heat   4  —  3 

Magnetism  and 

Electricity    4  —  3 

Hydrostatics    4  —  3 

Optics   4  —  8 

Modern    Physics    4  —  3 

Pneumatics  4  —  3 


Indiana  Catalogue  Number  47 


D.  Chemistry:  Electives  6  s.h. 

„        .      ,  ,o      1  Organic    Chemistry    4  —  3 

Required:                                   18  s.h.             /^   ■     y   nu       ■  t.  a  •> 

^  Physical  Chemistry  4  —  J 

Physical  Science   8  —  (5         Physical  Chemistry  4  —  8 

Inorganic  Chemistry  8  —  6         Industrial  Chemistry  4  —  3 

Physiological  Chemistry  4  —  3 
Qualitative  Analysis   4  —  3         p^^j  Chemistry  4  —  3 

Quantative   Analysis   4  —  3         Colloidal  Chemistry  4  —  3 

DESCRIPTION  OF  COURSES  IN  THE  ELEMENTARY 
AND  SECONDARY  CURRICULA 


ART 


Art  I  (Elementary  Industrial  Arts).  Some  drawing  and  much 
design  and  color  are  taught  so  that  students  will  have  something  to 
apply.  Among  the  projects  are  landscape  compositions  for  design  and 
color,  color  theory  (scales  in  hue,  value,  and  intensity),  lettering, 
book  making  (construction  of  simple  folders  and  pamphlets  with 
application  of  lettering),  weaving,  modeling,  pottery  making,  toy  de- 
sign and  making,  interior  decoration,  costume  (national  and  peasant), 
stage  sets.  Mimeographed  sheets  with  explanation  of  art  elements 
(line,  notan,  color),  and  art  principles  (dominance,  rhythm,  balance) 
and  examples  and  sheets  of  color,  lettering  pottery  interiors,  cos- 
tume, etc,  are  furnished  so  that  students  may  have  in  words  what  has 
been  performed  in  class. 

Art  II  (Drawing,  Design,  and  Color).  Color  study  (hue,  value 
intensity,  opposites,  neighbors,  warm,  cool,  distribution),  borders  with 
Coptic  or  Indian  motifs  for  rhythm  and  study  of  primitive  art  deco- 
rative trees  for  line  dominance,  still  life  for  perspective,  lettering 
(quotations,  placards,  posters),  blockprinting,  tile  in  clay  for  point 
dominance,  pose  drawing  with  costumed  model,  illustration,  study  of 
masterpieces  in  painting,  sculpture,  pottery. 

Appreciation  of  Art.  Lectures  with  slides,  field  trips,  panel 
discussions,  quizzes,  and  notebooks  for  studying  architecture,  sculp- 
ture, painting,  home  decorations,  stage  design,  costume,  weaving,  and 
the  minor  arts  (pottery,  metal  work,  lettering,  and  graphic  arts). 
When  the  student  and  the  teacher  feel  that  creative  expression 
will  aid  in  obtaining  appreciation,  experience  is  given  in  creative 
work,  such  as  lettering,  weaving,  modeling,  carving,  etc.  Toler- 
ance for  and  understanding  of  trends  in  contemporary  art  and  ap- 
preciation of  the  fine  in  any  art  are  cultivated  for  wiser  choices  in 
consumption. 


-IS  Teachers  College  Bulletin 


EDUCATION 

Educational  Measurements.  This  is  an  introductory  course  in 
methods  of  scientific  measurements  of  children's  general  ability  and 
school  achievement.  The  selection  of  group  tests,  the  interpretation 
and  use  of  test  results  will  be  emphasized.  The  work  will  lead  to 
familiarity  witli  the  best  principles  in  constructing  classroom  tests 
and  with  simple  statistical  procedure. 

Children's  Literature  and  Story-Telling.  An  opportunity  is 
given  for  students  to  read  widely  from  a  representative  collection  of 
children's  books.  A  more  intensive  study  is  made  of  certain  basic  types 
of  children's  literature  to  be  used  in  the  elementary  grades.  Practice 
is  given  in  choosing  and  telling  children's  stories. 

General  Psychology.  This  is  an  elementary  course  in  the  sci- 
ence of  human  behavior  with  primary  emphasis  on  the  activities  of 
the  individual.  It  is  a  prerequisite  to  all  other  psychology  courses. 

Educational  Psychology.  This  course  involves  a  study  of  the 
educational  aspects  of  psychology.  It  includes  the  psychology  of  learn- 
ing, the  nature  and  measurement  of  intelligence,  the  psychology  of 
individual  differences  and  applications  thereof  to  the  educative  pro- 
cess, the  psychology  of  school  subjects,  and  the  psychology  of  adjust- 
ment. An  eclectic  viewpoint  is  presented. 

Child  Psychology.  A  study  of  the  mental  development  of  the 
cliild  native  responses,  habits,  skills ;  factors  influencing  social  atti- 
tudes and  moral  growth ;  language,  imagination,  reasoning ;  emotions, 
interests,  and  play  activities.  Observation  of  children. 

Adolescent  Psychology.  A  study  of  the  research  and  the  con- 
clusions to  be  drawn  therefrom  in  the  areas  of  personality,  emotions, 
social  adjustment,  character  development,  problems  of  morality  and 
religion,  attitudes,  interests,  home  adjustments,  school  adjustments, 
and  mental  hygiene.  Introductory  psychology  is  a  prerequisite  for 
all,  and  educational  psychology  is  required  for  secondary  education 
students. 

Child  Adjustment:  (Primary  Curriculum).  This  course  in- 
cludes a  study  of  the  positive  aspects  of  assisting  in  the  child's  ad- 
justment rather  than  the  correction  of  major  emotional  maladjust- 
ments per  se  and  of  those  psychological  and  psychiatric  principles 
which  are  essential  to  an  understanding  of  the  modern  attitude  to- 
ward the  normal  child  who  presents  behavior  difficulties.  It  aims  to 
give  a  background  of  problem  behavior;  to  indicate  the  guiding 
principles  for  the  orientation  of  the  child  into  reaction  patterns  of 
positive  mental  health  and  the  management  and  treatment  of  those 
reactions  likely  to  lead  the  child  into  mental  maladjustments;  to 
arouse  an  appreciation  and  discernment  on  the  part  of  the  teacher  of 
the  need  of  adapting  the  process  of  education  to  the  pupil  and  for 


Indiana  Catalogue  Number  49 

giving  special  attention  to  those  personal  behavior  patterns  not  di- 
rectly indicated  by  the  regular  school  curriculum;  and  to  gain  a  work- 
ing knowledge  of  adult  maladjustments,  the  "functional  disorders," 
which  emerge  from  faulty  learning  whose  origins  can  usually  be  traced 
back  to  childhood. 

Diagnostic  and  Remedial  Instruction  in  Reading.  The  course 
is  designed  to  enable  the  regular  classroom  teacher  to  diagnose  the 
reading  difficulties  of  his  pui)ils  and  to  carry  out  an  effective  remedial 
program.  Methods  of  individual  diagnosis  are  studied  and  demon- 
strated with  school  children.  Case  analyses  are  made  and  remedial 
procedures  determined.  Students  observe  cases  of  extreme  disability 
in  the  educational  clinic. 

Evolution  of  the  American  Public  School.  A  study  of  the 
European  influences  on  early  American  education.  A  development  of 
the  various  types  of  schools  and  their  modifications  as  influenced  by 
educational  movements  at  home  and  abroad  and  the  leaders  con- 
nected with  these  movements.  Special  attention  Avill  be  given  to  the 
development  of  the  Pennsylvania  system  and  its  present  organizations, 

Kindergarten-Primary  Theory.  A  survey  of  the  development 
of  the  theories  underlying  kindergarten  and  primary  education  and 
its  modern  trends.  Included  are  direct  observations  and  discussions 
of  the  application  of  these  theories  in  modern  kindergarten  and  pri- 
mary schools. 

Philosophy  of  Education.  In  this  course  an  effort  will  be  made 
to  develop  attitudes  toward  educational  and  social  problems.  Present- 
day  educational  theories  and  practices  will  be  considered  with  a  view 
to  understanding  the  underlying  principles  and  educational  philosophy. 

Place  and  Purpose  of  Education  in  the  Social  Order.  A 
study  of  the  objectives  of  education,  of  the  public  school  system  and 
its  function.  An  introduction  to  the  nature  of  teaching  and  learning, 
to  the  materials  and  problems  of  education.     Directed  observation. 

Pre-school  Child.  A  survey  of  what  has  been  done  and  is  being 
done  on  the  theory  that  the  first  five  years  of  a  child's  life  are  the 
most  significant,  the  most  plastic,  and  therefore  the  most  creative  edu- 
cationally. The  materials  studied  are  twofold;  first,  those  affording 
opportunity  for  bodily  experimentation  and  control ;  second,  those  of 
a  creative  nature  stimulating  to  expression  and  emotional  control. 

Problems  of  the  Junior-Senior  High  School.  This  is  a  basic 
course  in  Secondary  Education.  It  includes  problems  in  organization, 
administration,  curricula,  classroom  management,  extra-class  activities, 
and  other  major  areas  in  Secondary  Education. 


50  Teachers  College  Bulletin 

School  Law.  The  purpose  of  this  course  is  to  familiarize  the 
prospective  teacher  witht  the  legal  phases  of  the  Pennsylvania  school 
system.  Tlie  laws  concerning  health,  attendance,  contracts,  certifica- 
tion, districts,  directors,  financial  support,  etc.  will  be  considered. 

Special  Education:  (Primary  Curriculum.)  Understanding 
the  purpose  of  this  course  is  to  gain  an  understanding  of  the  various 
types  of  psychological  and  sensory  deviates  both  as  concerns  the 
genesis  of  their  adjustment  patterns  and  processes  as  also  their  treat- 
ment, management,  and  instruction.  The  principles  underlying  these 
latter  aspects  as  concerns  special  education  will  be  considered  and 
case  studies  used  as  illustrative  procedure.  The  importance  of  the 
individual  approach  will  be  stressed.  Particular  emphasis  will  be 
laid  upon  the  child  as  a  whole,  his  family,  neighborhood,  and  school 
background.  Prerequisites:  General  Psychology,  Educational  Psy- 
chology. 

Teaching  of  Reading.  A  survey  of  the  modem  methods  of  teach- 
ing reading  with  their  underlying  principles  and  techniques.  Included 
also  is  an  intensive  study  of  the  various  basal  reading  books  used  in 
the  field. 

Visual  Education.  This  is  a  core  course  required  of  all  students 
before  a  permanent  certificate  will  be  granted  by  the  Commonwealth 
of  Pennsylvania.  Its  purpose  is  to  prepare  teachers  to  know  how  and 
when  to  use  visual  and  other  sensory  aids.  Techniques  for  the  use 
of  the  various  visual-sensory  aids  will  be  stressed.  One  or  two  semest- 
er hours  credit  may  be  given. 

ENGLISH 

English  I.  This  is  a  course  in  the  writing  of  workmanlike  prose 
with  chief  emphasis  on  accuracy  and  fluency. 

English  II.  This  course  is  a  continuation  of  English  I  with 
greater  emphasis  on  the  problems  of  form  and  organization. 

The  English  Laboratory.  The  laboratory  is  open  to  all  stu- 
dents who  wish  individual  help  on  problems  of  writing. 

Speech.  This  is  a  course  which  correlatively  develops  units  in 
voice,  diction,  interpretative  reading,  play  production,  parliamentary 
practice,  and  original  speech.  Members  of  the  class  try  out  for  and 
select  by  vote  those  best  suited  to  parts  in  one-act  plays.  These  plays 
serve  for  demonstration  coaching  and  are  later  presented  in  Leonard 
Literary  Society.     Original  speeches  are  given  before  the  microphone. 

Literature  I.  An  introductory  course  intended  to  give  experience 
with  many  literary  forms,  such  as  the  novel,  biography,  essay,  drama, 
and  poetry.  Emphasis  is  upon  how  to  read,  enjoy,  and  appreciate 
literature  on  an  adult  level. 


Indiana  Catalogue  Number  51 


Literature  If.  This  course  is  designed  to  teach  students  how 
to  read  within  the  field  of  American  literature  of  different  types. 
While  the  important  writings  in  our  national  background  are  studied, 
much  emphasis  is  placed  on  current  literature  as  the  reflection  and 
interpretation  of  present-day  life  in  America.  Along  with  this  stu- 
dents gain  an  extensive  reading  experience  and  also,  it  is  hoped,  a 
desire  for  continued  acquaintance  with   American  literature. 

English  Philology.  The  first  half  of  this  course  is  devoted  to 
the  Iiistory  of  the  Englisli  language,  its  origins,  and  the  influences 
whicli  have  brought  about  changes  in  its  vocabulary  and  syntax.  The 
latter  part  of  the  course  is  a  review  of  grammar  with  the  teaching 
problems  involved.  The  current  viewpoint  of  instrumental  grammar 
with  its  implications  is  stressed. 

Advanced  Composition.  Prerequisites  for  this  course  are  Eng- 
lish I  and  II,  Literature  I  and  II.  It  is  believed  that  a  year  should 
elapse  after  freshman  English  to  allow  for  growth  in  experience  be- 
fore the  final  course  in  writing.  Advanced  Composition  has  a  three- 
fold purpose:  to  assist  the  student  to  diagnose  his  individual  difficul- 
ties in  order  to  foster  accuracy  and  case  in  communication ;  to  meet 
the  professional  needs  of  teachers  in  all  fields,  and  to  provide  oppor- 
tunity for  free  writing  to  all  who  are  interested  in  this  field.  There 
is  wide  reading  in  the  essay  to  develop  a  critical  habit  of  mind  and 
much  practice  in  written  expression. 

All  the  courses  mentioned  above  except  Speech  are  required  of 
all  students  who  desire  to  secure  certification  in  English.  These  six 
courses  will  certify  the  graduate  to  teach  English,  but  at  least  six 
hours  of  additional  work  from  the  following  list  must  be  taken  by 
those  who  major  in  English.  The  former  requirement  for  a  major  in 
English  was  36  semester  hours,  and  every  student  who  expects  to 
teach  English  in  high  school  is  strongly  urged  to  take  this  amount. 

ELECTIVES  IN  ENGLISH 

Short  Story.  This  is  a  study  of  the  short  story  as  a  modern 
form  of  expression.  The  techniques  and  subject-matter  of  contempo- 
rary writers  are  the  bases  of  the  course,  with  some  attention  to  the 
history  of  the  short  story  and  its  latest  development,  the  short  short 
story.     This  is  purely  a  reading  course. 

Pre-Shakespearean  Literature.  This  is  a  survey  of  English 
literature  from  Beowulf  to  Shakespeare  with  the  works  of  Chaucer 
and  Spenser  the  principal  literary  content  of  the  course.  Because  of 
the  nature  of  the  literary  subject-matter  about  half  of  the  work  is  a 
study  of  the  development  of  the  English  language  as  observed  from 
the  common  vocabulary  of  its  Anglo-Saxon  beginnings  to  Spenser. 


62  Teachers  College  Bulletin 

Victorian  Prose  and  Poetry.  This  course  gives  a  brief  over- 
view of  English  literature  of  the  Victorian  period  with  something  of 
the  social  and  industrial  background.  An  intensive  study  is  made  of  the 
cliief  works  of  such  authors  as  Tennyson^  Browning,  Carlyle,  Ruskin, 
Huxley,  Newman,  with  special  attention  to  the  implications  of  these 
writings  for  the  present  time.  Several  Victorian  novels  are  read  out- 
side of  class. 

The  Romantic  Period  in  English  Literature.  The  reading 
for  the  course  covers  the  work  of  English  writers  from  1790  to  1835. 
A  more  detailed  study  is  made  of  the  work  of  Wordsworth,  Shelley, 
and  Keats. 

Recent  Trends  in  the  Teaching  of  Literature.  In  this  sur- 
vey of  contemporary  methods  the  following  topics  are  stressed:  how 
to  teach  reading  for  appreciation,  the  correlation  of  literature  with 
other  subjects,  the  advantages  of  the  extensive  teaching  of  literature, 
literature  as  experienced,  individual  reading  guidance.  Basic  materials 
used  are  the  new  Pennsylvania  course  of  study^  the  Pennsylvania 
reading  list  for  secondary  schools,  and  current  publications  of  the 
National  Council  of  Teachers  of  English. 

Recent  Trends  in  the  Teaching  of  English.  {Secondary). 
This  course  is  intended  to  give  the  student  experience  with  the  latest 
philosophy,  methods,  and  materials  for  the  teaching  of  English  at 
the  high  school  level.  Current  textbooks,  tests,  and  courses  of  study 
are  examined  and  evaluated.  The  place  of  English  in  relation  to  other 
school  subjects  and  proper  integration  with  them  is  considered.  Re- 
cent research  and  the  publications  of  the  National  Council  of  Teach- 
ers of  English  determine  the  guiding  principles  of  the  course. 

Teaching  of  English.  {Elementary).  This  course  follows  the 
plan  of  Recent  Trends  in  the  Teaching  of  English  but  uses  objectives, 
materials,  and  methods  suitable  to  the  elementary  grades. 

Journalism.  Instruction  in  journalistic  writing  and  discussion 
of  methods  of  teaching  journalistic  writing  in  secondary  schools  are 
the  main  features  of  this  course.  Methods  to  be  used  in  teaching 
students  news-story  form,  gathering  the  news,  constructing  leads  and 
headlines,  writing  the  body  of  the  story,  interviewing,  the  sport 
story,  human-interest  and  feature  stories,  and  editorial  writing  are 
stressed. 

The  Essay.  This  course  is  an  elective  in  the  study  of  famous 
essays  of  the  past  and  present.  It  also  may  afford  an  opportunity 
for  students  to  enrich  their  experience  by  writing  familiar  essays. 

Contemporary  Poetry.  This  course  is  given  to  acquaint  the 
students  with  the  best  work  of  such  contemporary  British  and  Ameri- 
can poets  as  Hardy,  Housman,  Yeats,  A.  E.,  De  La  Mare,  Masefield, 
Teasdale,  T.  S.  Eliot,  Jeffers,  MacLeish.  The  subjects  of  how  poetry 
should  and  should  not  be  read  and  studied  and  its  relation  to  what 


Indiana  Catalogue  Number  63 

is  liked  and  disliked  by  children  are  discussed  and  fully  demonstrated. 
Only  such  historical  and  technical  matters  are  considered  as  contribute 
definitely  to  the  appreciation  of  the  poets  read. 

Modern  Novel.  This  course  offers  wide  reading  of  the  modem 
novel  from  a  list  furnished  and  critical  discussion  with  emphasis  on 
contemporary  tendencies  and  trends. 

Shakespeare.  The  student  is  expected  to  do  intensive  reading 
of  a  few  plays  and  general  reading  and  discussion  of  many  others, 
with  a  study  of  the  Elizabethan  period. 

Modern  Drama.  This  course  includes  a  wide  reading  of  plays 
for  a  general  knowledge  of  drama  witli  typical  plays  of  junior  and 
senior  high  school  levels  considered  for  production.  Story  materials 
for  dramatizing  and  methods  of  producing  plays  in  classroom  and 
community  theatres  are  evaluated. 

Photoplay  Appreciation.  This  course  treats  of  the  motion  pic- 
ture as  an  art  form.  The  best  standards  of  screen,  plot,  direction, 
acting  and  photography,  settings  and  sound,  are  discussed  for  the 
purpose  of  improving  the  taste  and  critical  powers  of  the  student. 
Since  a  unit  in  motion-picture  appreciation  is  included  in  the  state 
course  for  high  schools,  this  course  also  prepares  the  teacher  to  handle 
similar  work  with  high  school  students. 

World  Literature.  This  course  requires  extensive  reading  in 
foreign  literature,  European  and  Oriental,  chiefly  modern  and  con- 
temporary, but  with  a  background  of  such  early  classics  as  are  im- 
portant to  an  appreciation  of  the  literature  of  other  countries.  There 
is  a  loose  grouping  by  nationalities  for  a  study  of  common  problems, 
temperaments,  and  literary  characteristics. 

GEOGRAPHY 

REQUIRED  COURSES— ELEMENTARY 

AND  SECONDARY  CURRICULA 

Principles  of  Geography.  This  is  an  introductory  course  in 
which  is  developed  an  understanding  of  geography  as  the  science  of 
interrelationships  between  man  and  the  natural  environment  through 
a  study  of  patterns  of  human  occupance  and  related  patterns  of  soil, 
climate,  vegetation,  topography,  and  mineral  resources. 

Economic  Geography.  This  course  develops  an  understanding 
of  world  patterns  of  producing  and  consuming  regions,  world  trade 
movements,  population  distributions,  national  aggregations,  and  the 
related  natural  factors,  thus  furnishing  a  background  for  the  study 
of  regional  geography  and  for  teaching  geography. 


Bi  Teachers  College  Bulletin 


ELECTIVE    COURSES— ELEMENTARY    FIELD 

Geography  of  the  Western  Hemisphere.  An  introduction  to 
regional  geography.  This  course  is  a  study  and  interpretation  of  the 
major  geographic  regions  of  the  United  States,  Canada,  and  Latin 
America  from  the  viewpoint  of  interrelationships  between  human  ac- 
tivities and  the  conditions  of  natural  environment. 

Geography  of  the  Eastern  Hemisphere.  In  this  course  a 
study  and  analysis  is  made  of  major  geographic  adjustments  in  politi- 
cal, economic,  and  geographic  regions  of  the  Eastern  Hemisphere. 

REQUIRED  COURSES  FOR  MAJORS  IN  GEOGRAPHY 

Geography  of  the  United  States  and  Canada.  This  course 
provides  an  intensive  study  of  (1)  the  geographic  regions  of  these 
two  countries,  (2)  the  political  units,  (3)  the  interrelationships  be- 
tween these  sections  and  other  parts  of  the  world. 

Geography  of  Latin  America.  This  is  a  study  of  regional  ad- 
justments to  natural  environmental  factors  in  Mexico,  Middle  and 
South  America,  with  special  emphasis  on  Pan-American  relations  and 
understandings. 

Geography  op  Europe.  In  this  course  an  intensive  analysis  and 
investigation  of  the  natural,  political,  and  economic  regions  of  Europe 
goes  forward  concurrently  with  an  investigation  of  the  position  of 
Europe  in  world  affairs. 

Geography  of  the  Pacific  Realm.  An  intensive  investigation 
of  the  natural  factors  functioning  in  the  geographic,  economic,  and 
political  regions  of  Asia,  Australia,  and  the  Islands  of  the  Pacific  in 
the  light  of  their  function  in  the  evolution  of  national  and  economic 
problems. 

ELECTIVES  IN  GEOGRAPHY 

Climatology  and  Meteorology.  This  course  is  a  systematic 
study  of  climatic  phenomena  and  of  world  climatic  regions. 

Physiography.  This  is  an  intensive  study  of  the  major  physical 
features  of  the  earth  and  their  relation  to  human  life. 

Conservation  of  Natural  Resources.  This  is  an  intensive 
study  of  the  extent,  variety,  and  utilization  of  our  natural  resources, 
and  of  methods  of  conservation. 

Commercial  and  Industrial  Geography.  This  course,  espec- 
ially designed  for  teachers  of  geography  in  commercial  departments 
of  high  schools,  has  for  its  major  aim  the  development  of  geographic 
concepts  of  the  bases  of  modern  industry  and  commerce. 


Indiana  Catalogue  Nitmher  5S 

Trade  and  Transportation.  An  intensive  survey  of  tlie  geo- 
graphic bases  for  types,  amounts,  directions,  and  interrelations  of  the 
world's  trade  and  transportation. 

Geography  of  Pennsylvania.  This  course  is  a  study  of  the 
major  work  activities  from  the  standpoint  of  geographic  planning, 
of  the  relation  of  Pennsylvania  to  the  United  States  and  the  rest  of 
the  world,  and  of  work  and  population  patterns  in  relation  to  present 
and  future  resources. 

Techniques  and  Materials  in  Modern  Geography.  This  course 
is  an  intensive  study  of  modern  techniques,  geographic  materials,  and 
current  curricula  in  geography. 

Course  in  Field  Geography.  In  this  course  an  intensive  field 
study  of  a  small  area  near  Indiana  is  made.  It  gives  the  foundation 
for  subsequent  independent  investigations  and  for  teaching  field  geog- 
raphy in  high  schools. 

Reconnaissance  Field  Studies  in  Geography.  These  courses 
provide  for  actual  field  investigation  of  selected  geographic  regions. 
Opportunities  are  provided  for  travel  study  based  on  the  use  of 
accepted  techniques  for  field  investigation.  In  the  summer  session 
1938  a  tour  is  planned  through  the  major  geographic  regions  of  the 
southeastern  United  States,  and,  during  the  summer  session  of  1939, 
through  the  major  geographic  regions  of  western  Europe.  For  further 
information  upon  these  courses  write  to  the  Registrar  or  Head  of 
Geography  Department,  State  Teachers  College^  Indiana,  Pennsyl- 
rania. 

MATHEMATICS 

Curriculum  in  Ajiithmetic.  This  course  deals  with  the  content 
and  psychology  of  arithmetic.  Attention  is  given  to  recent  researches, 
courses  of  study,  textbooks,  materials,  tests,  and  a  study  of  the  social 
values  of  arithmetic. 

Teaching  of  Arithmetic.  This  course  deals  with  the  content 
and  modern  methods  of  presenting  arithmetic  in  the  elementary  grades. 
Attention  is  given  to  experimental  work,  courses  of  study,  textbooks, 
materials,  tests,  social  and  business  uses  of  arithmetic,  observation  of 
expert  teaching,  and  principles  to  be  applied  in  meeting  the  needs  of 
individual  pupils. 

REQUIRED  COURSES  FOR  MATHEMATICS  MAJORS 

College  Algebra  I.  This  is  a  first  course  for  students  majoring 
in  mathematics  and  a  preparatory  course  for  science  students. 

Trigonometry.  This  course  treats  of  trigonometrical  functions 
of  acute  angles,  functions  of  any  angle,  the  sum  and  difference  of  two 
angles,  double  angles  and  half  angles,  trigonometric  identities,  in- 
verse functions,  the  use  of  logarithms,  and  solution  of  triangles. 


56  Teachers  College  Bulletin 

Analytic  Geometry.  This  course  provides  for  the  study  of  the 
properties  of  the  straight  line^  the  circle,  the  parabola,  ,the  ellipse, 
and  the  hyberbola,  emphasizing  the  relation  between  algebra,  geom- 
etry, and  trigonometry. 

Differential  Calculus.  Basic  ideas  of  the  calculus  are  devel- 
oped together  with  formulas  which  are  applied  to  problems  of  slope, 
maxima  and  minima,  and  mechanics. 

Integral  Calculus.  Basic  ideas  of  integration  are  discussed 
and  formulas  developed  and  apj^lied  in  problems  relating  to  areas 
and  volumes. 

Statistics.  This  course  includes  the  usual  work  in  statistics  with 
special  emphasis  on  the  mathematics  underlying  the  theory. 

Elective  Courses  for  Mathematics  Majors:  History  of 
Mathematics,  College  Algebra  II,  Descriptive  Geometry,  Applied 
Mathematics. 

MUSIC 

Appreciation  of  Music  A  course  designed  to  meet  the  cultural 
needs  of  the  average  music  lover,  to  provide  a  wider  understanding 
of  music  as  an  art  and  as  an  integral  part  of  modem  life,  and  to 
offer  opportunity  to  become  intimately  acquainted  with  a  variety  of 
great  music.  Special  emphasis  will  be  given  to  the  human  values  of 
music  and  its  correlation  with  art,  literature,  and  geography. 

Music  I.  (Primary  and  Intermediate  groups),  A  course  in  the 
fundamentals  of  music  notation  and  music  reading,  correct  use  of  the 
singing  voice,  and  the  gaining  of  a  repertory  of  assembly  and  rote 
song  material. 

Music  II.  {For  the  Primary  group).  A  course  in  methods  of 
teaching  designed  to  train  the  kindergarten-primary  teacher  in  the 
development  and  care  of  the  child  voice,  to  present  techniques  of 
teaching  appropriate  to  the  lower  grades,  and  to  enlarge  the  repertory 
of  suitable  music  materials. 

Music  II.  (For  the  Intermediate  group).  A  course  in  methods  of 
teaching  designed  to  train  the  intermediate  teacher  in  the  development 
and  care  of  the  child  voice,  to  present  techniques  of  teaching  appro- 
priate to  the  intermediate  grades,  and  to  enlarge  the  repertory  of 
suitable  music  materials. 

SCIENCE 

Astronomy.  A  general  course  of  astronomy  without  prerequisites. 
Some  evening  observations  are  required. 

Biological  Science  I  and  II.     This  is  a  two-semester  survey 


NORTH  WALK 


Indiana  Cataloouk  Numbkr  57 


course.  Special  attention  is  given  to  certain  pliases  of  biology  that 
are  of  particular  value  to  the  prospective  teacher^  such  as  genetics 
and  heredity.  Lantern  slidt^s,  moving  pictures,  demonstrations,  and 
some  campus  field  work  supplement  the  lectures  and  discussions. 

General  Zoology  I  and  II.  The  work  of  the  first  semester 
centers  on  the  invertebrates ;  that  of  the  second,  on  the  vertebrates. 
Laboratory  studies  are  made  of  invertebrates  representing  the  various 
phyla.  The  vertebrate  laboratory  studies  are  based  primarily  on  a 
detailed  study  of  the  frog  as  a  generalized  type  of  vertebrate. 

General  Botany  I  and  II.  Tiie  lower  plants  are  considered 
in  the  first  semester  of  the  course,  the  seed-bearing  plants  in  the 
second  semester. 

Bacteriology.  Primarily  for  home  economics  and  biology  stu- 
dents. A  general  course  dealing  with  bacteria  in  the  various  relations 
to  man. 

Field  Botany.  Systematic  study  of  the  flowering  plants  of  the 
region,  stressing  family  characteristics  and  the  use  of  manuals  in  the 
identification  of  species. 

Ecology.  A  study  of  the  interrelation  of  plants  and  animals, 
including  the  physical  as  well  as  the  biological  environmental  factors. 
Field  trips  to  study  several  types  of  ecologic  situations.  Prerequisites: 
General  Botany  and  General  Zoology. 

Conservation  of  Plant  and  Animal  Resources.  Attention  is 
directed  to  a  rich  native  fauna  and  flora,  to  the  grave  dangers  threat- 
ening many  species,  with  a  consideration  of  the  various  practices  that 
may  help  preserve  valuable  species  from  extermination. 

General  Ornithology.  An  introduction  to  bird  study.  Discus- 
sions based  on  the  biology  of  birds,  and  laboratory  work  with  study 
of  skins  and  field  observations.  Acquaints  one  with  the  common  birds 
of  western  Pennsylvania.  Early  morning  field  trips  in  late  spring. 
Field  glasses  desirable. 

General  Entomology.  An  introduction  to  the  orders  of  insects, 
considering  their  characteristics,  habits,  economic  relations,  together 
with  the  collecting  and  identifying  of  representative  forms  from  west- 
ern Pennsylvania. 

Comparative  Anatomy  and  Physiology  of  the  Vertebrates 
I  AND  II.  Discussions  of  organ  systems  in  all  groups,  man  included. 
Functional  anatomy  of  a  primitive  vertebrate  and  of  a  highly  de- 
veloped vertebrate  are  stressed  in  the  laboratory  studies  which  are 
based  on  the  dogfish  shark  the  first  semester  and  on  the  rabbit  or  cat 
the  second.     Prerequisite:  General  Zoology  I  and  II. 


58  Teachers  College  Bulletin 

Curriculum  in  Elementary  Science.  This  course  in  the  new 
curriculum  replaces  the  old  nature  study  course.  It  stresses  the 
elementary  science,  particularly  from  the  biological  aspects,  that  the 
elementary  teacher  will  have  need  for  in  her  teaching. 

Advanced  Nature  Study.  An  elective  course  for  elementary  or 
secondary  teachers  who  feel  the  need  of  additional  work  in  this  field. 
It  stresses  the  natural  history  of  the  region  and  gives  opportunity 
for  field  and  laboratory  identifications  and  methods  of  collecting 
solutions,  oxidations,  and  reduction.  Chemistry  II  includes  atomic 
of  anions.  Preliminary  experiments  with  and  identification  of  un- 
knowns containing  anions.     Prerequisite:  Inorganic  I  and  II. 

Inorganic  Chemistry  I  and  II.  Chemistry  I  includes  the  study 
of  non-metals,  gas  laws,  valence,  gram-molecular  volume,  ionization, 
solutions,  oxidations  and  reduction.  Chemistry  II  includes  atomic 
structure  and  periodic  classification  of  elements,  the  metals,  and 
simple  qualitative  tests  for  cations  and  anions. 

Inorganic  Chemistry  I-H  and  II-H,  For  home-economics  stu- 
dents. The  same  topics  are  covered  as  in  Chemistry  I  and  II,  with 
the  emphasis  placed  on  household  applications.     Laboratory  work. 

Qualitative  Analysis.  Theory  of  reactions,  questions  and  prob- 
lems. Systematic  scheme  of  separation  and  identification  of  cations  and 
of  anions.  Preliminary  experiments  with  and  identification  of  "un- 
identification  of  "unknowns"  containing  anions.  Prerequisite:  Inor- 
ganic I  and  II. 

Quantitative  Analysis  I  {Gravimetric).  Principles  and  reac- 
tions of  gravimetric  analysis.  Laboratory  procedures  to  illustrate  ap- 
plications of  the  theory  and  to  give  practice  in  the  various  kinds  of 
technique.  Questions  and  Problems.  Prerequisites:  Qualitative  An- 
alysis. 

Quantitative  Analysis  II  {Volumetric).  Principles  of  quanti- 
tative analysis  applied  to  volumetric  methods.  Questions  and  problems. 
Prerequisites:  Qualitative  Analysis. 

Inorganic  Preparations.  Discussion  of  principles,  review  of 
previous  work,  and  problems.  Preparation  of  inorganic  compounds. 
Prerequisite:     Inorganic  Chemistry  I  and  II. 

Physical  Chemistry.  Phase  rule;  properties  of  solutions,  liquids, 
solids,  and  gases ;  surface  tension ;  vapor  pressures ;  osmotic  pressure ; 
chemical  cells ;  buffers ;  indicators ;  oxidation-reduction  potentials ; 
physical  conditions  affecting  chemical  equilibria.  Laboratory  work 
applying  these  principles.  Prerequisites:  Inorganic  Chemistry  I  and 
II,  Physics  I  and  II. 

Organic  Chemistry.  An  introductory  study  of  aliphatic  and 
aromatic  compounds.  Laboratory  work.  Prerequisite:  Inorganic 
Chemistry  I  and  11. 


Indiana  Cataloouk  Numbkr  59 

Organic  Ciikmistry  II.  For  home-economics  students.  An  in- 
troductory of  aliphatic  and  aromatic  comj)ound.s  with  einjjfiasis  placed 
on  household  and  physiological  applications.     Laboratory   work. 

Biological  Chemistry.  Chemistry  of  proteins,  fats,  and  carbo- 
hydrates. Biological  function  of  vitamins,  minerals,  and  endocrine 
glands.  Study  of  digestion,  absorption,  metabolism.  Prerequisite: 
Organic  Chemistry   I  and  II. 

Techniques  of  Chemical  Lahoratory  Management.  Labora- 
tory planning,  equipment,  care,  storage,  buying.  Making  of  solutions 
from  stock  supplies.  Setting  u])  of  apparatus  for  class  demonstration 
purposes.     Prerequisite:     At  least  15  semester  hours  of  Chemistry. 

Historical  Geology.  This  is  an  elementary  course  in  the  geo- 
logic history  of  the  earth  as  recorded  in  rocks  and  fossils.  Labora- 
tory work  on  the  identification  of  fossils,  rocks,  and  minerals  in- 
cluded. Much  time  is  spent  in  field  work  in  Indiana  county  and  ad- 
joining areas  of  the  state.  The  course  is  a  department  elective  for 
majors  and  minors  in  Physical  Science  and  may  be  used  as  a  free 
elective  by  any  student  without  science  prerequisites. 

Physical  Science  I  and  II.  A  general  introductory  course  on 
the  college  level,  drawing  its  material  from  the  fields  of  astronomy, 
physics,  chemistry,  and  geology.  This  material  is  organized  into  n 
number  of  study  units  which  cut  across  these  fields.  The  course  at- 
tempts to  furnish  sufficient  scientific  information  for  a  broad  cultural 
background  and  an  appreciation  of  the  contribution  of  physical  science 
to  modern  living. 

Physics  I  and  II.  These  two  courses  constitute  the  basic  first 
year's  work  in  general  college  physics.  First  semester:  mechanics  and 
heat;  second  semester:  electricity,  sound,  and  light.  A  good  working 
knowledge  of  algebra  is  assumed. 

Physics  IH.  (Household  Physics).  A  one-semester  course  in 
general  physics  especially  designed  to  meet  the  needs  of  students  in 
home  economics. 

Physics  III  (Modern  Pht/sics).  Major  developments  in  physics 
since  1895:  X-rays,  radioactivity,  electronics,  modem  conception  of 
matter  and  energy.     Prerequisite:     Physics  I  and  II. 

Physics  IV.  (Mechanics).  Introduction  to  more  advanced  topics 
in  general  mechanics.  Of  special  value  to  students  majoring  in 
mathematics.  Prerequisite:  Physics  I  and  II,  and  Calculus  co- 
requisite. 

Physics  V.  (Electricity  and  Magnetism).  Alternating-current 
theory  and  practice  is  stressed.  Prerequisite:  Physics  I  and  II,  and 
Calculus  co-requisite. 


60  Tkachers  College  Bulletin 

Physics  VI.  (Optics).  Selected  topics  of  a  more  advanced 
nature  than  is  possible  in  Physics  II.  Prerequisite:  Physics  I  and 
II,  and  Calculus  co-requisite. 

Physics  VII.  (Physical  Laboratory).  Installation,  adjustment, 
usBj  and  care  of  physics  laboratory  apparatus  and  equipment  for 
large  and  small  high  schools.  Techniques  in  planning  and  develop- 
ing elementary  research  projects  suitable  for  secondary-school  demon- 
strations.    Prerequisite:  Physics  I  and  II. 

Physics  VIII.  (Radio  and  Television).  Receiver,  transmitter 
and  power  supply  theory  and  design ;  tube  characteristics ;  mechanical 
and  electronic  television.  This  course  is  less  advanced  than  Physics 
V.     Prerequisite:  Physics  I  and  II. 

SOCIAL  STUDIES 

History  of  Civilization.  A  survey  of  the  development  of  in- 
stitutions and  culture  in  the  Western  world  is  presented.  The  creation 
and  transmission  of  the  cultural  heritage  is  discussed  with  special 
emphasis  upon  the  contribution  to  contemporary  life  of  the  so-called 
pre-historic  period,  the  ancient  Orient,  Greece,  Rome,  Medieval 
Europe,  the  Renaissance,  and  modem  times. 

Civic  Education.  The  purpose  of  this  course  is  to  give  the  pro- 
spective teacher  a  comprehensive  understanding  of  present-day  civic 
problems,  a  formulated  philosophy  of  civic  education,  and  a  knowl- 
edge of  materials  of  instruction  and  methods  of  procedure. 

Principles  of  Economics.  A  preliminary  analysis  of  the  major 
prinpicles^  problems,  and  policies  of  the  economic  relations  of  modern 
society.  Specific  attention  is  given  to  the  nature  and  method  of  econ- 
omics as  a  social  science,  and  the  processes  of  production  and  con- 
sumption. 

Principles  of  Sociology.  This  course  deals  with  men  in  their 
associated  processes.  It  traces  the  origin  of  human  institutions,  such 
as  marriage  and  family  life,  property,  and  primitive  forms  of  govern- 
ment and  social  control,  as  well  as  the  evolution  of  religious  and 
moral  ideas. 

American  Government.  The  course  includes  a  study  of  the  fun- 
damental features  of  government  in  the  United  States.  Its  purpose 
is  to  present  the  basic  principles  of  American  national  government 
and  also  the  machinery  through  which  it  works. 

United  States  History  Before  1865.  (Primary  and  Intermed- 
iate). This  attempts  a  rapid  survey  of  this  field  of  American  History 
for  the  teacher  of  the  grades.  Emphasis  is  placed  on  understanding 
rather  than  detailing  of  information.     A  critical  attitude  is  fostered. 


Indiana  Catalogue  Number  61 

United  Statpos  History  Since  1865.  {Primary  and  Intermed- 
iate). An  assurai)tion  of  this  course  is  the  undtTstanding  of  subject 
matter.  From  here  the  procedure  of  presentation  of  the  subject- 
matter  follows.  Materials,  sources,  procedure,  and  other  suggestions 
for  the  grade  teacher  are  mentioned  and  experimented  with. 

REQUIRED  OF  SOCIAL  STUDIES  MAJORS 

In  addition  to  the  core  courses,  History  of  Civilization,  Ameri- 
can Government,  and  either  PniNf  iples  of  Economics  or  Prin- 
ciples OF  Sociology,  the  following  courses  must  be  taken  by  every 
student  desiring  certification  in  Social  Studies : 

United  States  History  Before  1865.  {Secondary).  This 
course  covers  the  period  from  the  Revolutionary  War  to  1865.  It  is 
a  study  of  several  units  or  movements  within  this  time  rather  than  an 
exhaustive  chronological  treatment.  Much  emphasis  is  placed  on 
sources,  criticisms,  and  writings. 

Social  and  Industrial  History  of  the  United  States  {Sec- 
ondary). A  study  of  causes  and  tendencies,  not  a  mere  narration  of 
observed  facts.  It  is  an  attempt  to  describe  the  origin  and  develop- 
ment of  economic  and  social  institutions  and  to  explain  present  prob- 
lems by  setting  forth  the  historical  background. 

Modern  European  History.  A  study  of  the  industrial  growth, 
nationalism,  democracy,  imperialism,  and  internationalism  in  the  19th 
and  20th  centuries.  Basic  trends  in  pre-war  and  post-war  Europe 
underlying  contemporary  civilization  are  presented  with  special  at- 
tention to  the  Eastern  question.  Pre-war  diplomacy,  the  Great  War 
and  the  peace  settlements. 

Students  in  the  Secondary  Curriculum  majoring  in  Social  Studies 
must  take  from  the  electives  listed  below  at  least  six  semester  hours. 
The  courses  described  will  be  oflfered  during  the  coming  summer  and 
next  year. 

ELECTIVES  FOR  SOCIAL  STUDIES  MAJORS 

Comparitive  Government.  A  study  of  the  structure,  organiz- 
ation, and  process  of  government  in  the  chief  European  countries.  It 
will  emphasize  those  of  England,  France,  Germany,  Italy^  and  Russia. 

Economics  II.  Aji  advanced  course  with  elementary  economics 
as  a  prerequisite.  A  course  in  applied  economics  dealing  with  the 
background  and  characteristics  of  such  current  economic  problems 
as  tariff  and  international  trade,  agriculture,  railway  and  industrial 
consolidation,  money  and  credit,  the  problems  of  the  consumer,  etc. 
Major  emphasis  will  be  placed  on  the  relationship  of  these  problems 
to  the  present  economic  and  industrial  situation. 


62  Teachers  College  Bulletin 

Early  European  History.  A  study  of  the  political  and  cultural 
development  of  Europe  during  the  early  modern  period  1500-1815. 
It  treats  of  the  emergence  of  national  states,  the  expansion  of  Euro- 
pean civilization  and  of  the  political,  social,  economic  and  intellectual 
developments  of  the  18th  century. 

European  History  Since  World  War.  This  course  is  conducted 
as  a  seminar,  placing  the  responsibility  directly  on  the  student.  Cur- 
rent sources  of  information  must  be  consulted  constantly  and  fitted 
into  the  past  history  of  the  countries  as  revealed  in  the  text. 

The  Frontier  in  American  History.  A  study  of  the  western 
frontier  in  American  History ;  the  growth  of  frontier  communities, 
their  significant  characteristics^  and  their  influence  upon  the  economic, 
social,  and  political  development  of  the  United  States. 

History  of  England.  A  survey  of  the  political,  economic,  and 
social  institutions  of  the  English  people  since  1603.  The  British  back- 
ground of  American   history   will   be  emphasized. 

Latin-American  History.  This  course  presents  a  survey  of 
Latin-American  history.  The  importance  of  Latin-American  political, 
economic,  and  cultural  development  warrants  the  inclusion  of  this 
course  in  the  curricula  of  teacher-training  institutions.  The  future 
promises  to  bring  Latin-American  countries  into  closer  relations  with 
the  United  States.  The  problem  of  maintaining  friendly  relations 
among  the  nations  of  the  Americas  will  be  made  easier  if  a  mutual 
understanding  of  their  peoples  and  institutions  can  be  brought  about. 

DEPARTMENT  OF  ART 

At  Indiana  the  four-year  course  with  the  degree,  Bachelor  of 
Science  in  Public  School  Art,  prepares  students  to  be  supervisors  as 
well  as  special  teachers  of  art  in  senior  high,  junior  high,  and  elemen- 
tary schools. 

Instruction.  Aside  from  the  art  courses,  English,  science,  his- 
tory, government,  education  courses,  and  electives  are  required  so 
that  graduates  from  this  department  have  broad  enough  background 
to  be  intelligent  teachers  of  their  special  subject. 

Method.  An  art-structure  (design)  method  rather  than  a  drawing 
method  of  teaching  art  is  used.  By  this  building-up  method  or  syn- 
thesis, students  use  the  art  elements  (line,  notan,  and  color)  to  build 
their  compositions  with  the  art  principles  (dominance,  rhythm,  bal- 
ance) as  guides.  Whether  drawing  still  life,  painting  landscape, 
constructing  interiors,  throwing  bowls,  modeling  figures,  designing 
costumes,  weaving  textiles,  or  making  jewelry  the  important  thing  is 
design,  and  skill  and  the  processes  are  secondary.  Where  thoughtful 
activity  and  feeling  end,  the  procedure  ceases  to  be  art  training. 
Children   or  adults   have  little   use   for   mere   drawing  but  unlimited 


Indiana  Cataloguk  Number  63 

use  for  design.  With  other  subjects  of  the  curriculum  design  can  hold 
its  own  for  its  intrinsic  value  in  developing  fine  feeling,  judgment, 
tliinking  power,  and  creative  expression. 

Teaching  and  Placement.  During  the  senior  year  each  stu- 
dent is  required  to  teach  in  the  training  department  where  practical 
experience  is  gained  from  up-to-date  methods  of  teaching  art.  The 
director  of  the  department  in  co-operation  with  the  training  school 
assists  graduates  in  securing  positions. 

The  Art  Club.  At  Indiana  there  is  an  art  club  that  numbers  all 
art  students  and  faculty  in  its  membership.  This  club  has  become 
known  for  its  good  fun  and  for  the  class  of  entertainment  given  not 
only  at  its  monthly  meetings,  but  for  the  college  at  large.  Its  pro- 
grams have  been  widely  varied:  picnics^  carnivals,  impersonations,  pro- 
ductions of  original  one-act  plays,  masquerades,  costume  balls,  studio 
parties,  travel  talks,  lectures  on  dress  and  on  psychology  of  color, 
readings  of  poetry  and  humor,  trips  in  the  college  bus  to  "The  Inter- 
national" and  to  the  Associated  Artists'  Exhibition.  Annually  the 
club  gives  a  bronze  medal  (The  Jean  R.  McElhaney  award  for  Excel- 
lence in  Fine  Arts)  to  the  junior  or  the  senior  who  has  three  outstand- 
in  achievements  in  three  different  fields  of  art.  The  presentation  of 
the  medal  occurs  at  the  banquet  in  May. 

Exhibitions.  In  the  exhibition  and  conference  room  there  is  con- 
stantly a  showing  of  some  of  the  best  work  of  the  department  in 
drawing,  painting,  modeling,  plaster  sculpture,  interior  design,  and 
work  in  pewter,  brass,  copper,  and  silver;  or  exhibitions  from  outside 
the  department.  Of  the  latter  there  have  been  exhibitions  of  modern 
American  sculpture,  watercolors,  photography ;  the  best  prints  of  the 
year;  European  posters  ;art  work  of  Viennese  children;  twenty  oils 
by  contemporary  American  artists ;  the  College- Art-Association  ex- 
hibition of  student  work ;  W.  P.  A.  oils,  watercolors,  and  prints ;  a  doll 
show  in  historic,  national,  and  character  costumes ;  figure  studies, 
paintings,  and  lithographs  by  members  of  art  staff. 

Housing  and  Equipment.  The  entire  second  floor  of  the  Arts 
Building  is  given  over  to  the  art  classes.  On  this  floor  are  six  studios, 
an  exhibition  and  conference  room,  a  rest  room,  the  locker-room,  the 
director's  office,  and  five  other  offices.  On  the  ground  floor  facing 
east  campus  are  the  pottery  and  kiln  rooms.  The  finest  equipment 
best  suited  to  its  purpose    has  been  installed. 

Standing.  With  these  facilities  and  an  efficient  staff  of  seven 
members  Indiana  stands  in  the  foremost  rank  in  art  education.  Great 
effort  is  made  to  train  art  teachers  and  supervisors  so  that  they  may 
catch  the  vision  of  the  possibilities  in  art  teaching  in  the  present  age. 
Because  of  a  high  degree  of  cultivation  such  art  teachers  aim  so  to 
teach  that  finer  choices  in  selection  of  houses,  furniture,  and  clothing, 
and  better  arrangements  in  homes,  offices,  stores,  gardens,  and  cloth- 


64 


Teachers  College  Bulletin 


ing  will  be  made  by  the  children  while  they  are  children  and  when 
they  grow  to  be  adults.  Both  children  and  adults  who  have  received 
such  teaching  will  also  know  better  how  to  spend  the  increasing 
number  of  leisure  hours. 

TEACHER   EDUCATION    CURRICULUM   IN 
ART  EDUCATION 


First  Semester 


Speech  ......... 

Drawing   and   Lettering  ..... 

English  I   (including  Library  Science) 

Health  Education  (including  Physical  Education  and 

Personal    Hygiene  ..... 

Modeling        ........ 

Place  and  Purpose  of  Education  in  the  Social  Order 

including  School  Visitation,  etc. 


Clock 

Hours 

Semester 
Hours 

8 

3 

10 

6 

4 

8 

4 

2 

4 

2 

28 


17 


Second  Semester 


Design  ..... 

English  II      . 

Media    and    (Painting)    Techniques 
History  of  Civilization  . 
Elementary   Industrial   Art     . 


26 


16 


Third  Semester 


General   Psychology       ......         8 

8 

Physical    Science    .......          4 

8 

Literature    I             . 8 

8 

Color 4 

2 

Mechanical    Drawing      ......          6 

8 

Health  Education  including  Physical  Education  and 

Personal  Hygiene 4 

2 

24 

16 

Indiana  Catalogue  Number 


66 


Fourth  Semester 


Educational   Psychology 
Pottery  .... 

History  and  Appreciation  of  Art 
Literature    II 
Biological  Science 
Interior   Design 


Clock 
Hours 

Semester 
Hours 

3 

3 

4 

2 

6 

f) 

3 

3 

4 

3 

4 

2 

28 


18 


Fifth  Semester 


Drawing  and  Composition 
Educational  Measurements 
Pictorial  Expression  and  Illustration 
Crafts   in   Elementary   Schools 
Academic    Elective 


Sixth  Semester 


27 


16 


Blackboard  Drawing 

2 

1 

Theatre   Arts          .... 

6 

3 

Advanced  Drawing  and  Painting 

6 

3 

Costume  Design     .... 

4 

2 

Advanced  Crafts  (Metal) 

6 

3 

School    Law            .... 

1 

1 

Appreciation   of   Music 

3 

2 

Seventh  Semester 

Philosophy   of   Education 

Art  in  the  Public  Schools 

Student  Teaching  and   Conferences 

Advanced    Design  .... 

Advanced  Oil  or  Water  Color  Painting 


15 


Eighth  Semester 


Student  Teaching  and  Conferences 
Principles  of  Economics  or  Sociology 
Art  Elective  .... 

Academic   Elective 
Visual   Education 


4    or 


23 


16 


6 
2 
2 
3 
or    1 


17 


14 


66  Teachers  College  Bulletin 

ART  COURSES  REQUIRED  FOR  DEGREE  OF  BACHELOR 
OF  SCIENCE  IN  PUBLIC  SCHOOL  ART 

Design  I.  Simple  projects  for  space-filling  and  dark  and  light 
with  geometric  forms  and  historic  animal  motifs^  used  so  that  attention 
focuses  entirely  on  space  relations  and  proportion.  Color  scales  and 
applications;  projects  in  lettering  (large  illuminated  letters  in  any 
medium,  small  illuminated  letters  with  pen-lettered  quotation)  ;  post- 
ers ;  charcoal-watercolor  sea-gardens ;  composition  for  expression  of 
power;  free-brush  surface  patem;  cloth  wall-hanging  in  wax  crayon. 

Advanced  Design.  Line,  notan,  and  color  can  now  be  used  with- 
out connscious  attention  to  art  principles  which  have  previously  been 
ingrained.  Projects  are  selective  according  to  the  group  of  students 
and  requirements  of  the  time.  Suggested  projects:  large  monogram 
in  any  medium ;  blockprinted  handbills,  festival  cards ;  bookplates ; 
posters ;  hand-lettered  and  bound  book  Avith  illustration,  title  page, 
end-paperSj  cover  design,  and  jacket;  textile  design;  rug  design; 
design  of  simple  piece  of  furniture ;  figure  or  abstract  composition 
carved  in  plaster  or  wood. 

Drawing  I.  Outdoor  sketching,  drawing  in  pencil,  charcoal,  and 
ink  still-life  objects,  with  study  of  perspective.  Proportion  is  stressed 
for  good  composition. 

Drawing  II.  Outdoor  sketching,  perspective,  figure  and  object 
drawing  in  pencil,  pen  and  ink,  lithography  colored  chalk,  and  pastel. 
New  skills  and  techniques  are  introduced,  and  color  is  used  for  vol- 
ume and  solidity.  Daily  and  weekly  criticisms  emphasize  composition 
whether  of  objects,  landscape,  or  figures. 

Blackboard  Drawing.  Quick,  easy  drawing  that  expresses  sali- 
ent lines  of  the  human  figure,  animals,  and  objects  with  suppression 
of  the  unessentials.  Study  of  Japanese  brushwork  for  expressive  line 
and  a  "shorthand"  method.  Readiness  in  expression  that  will  integrate 
with  geography^  history,  natural  science,  literature,  -and  travel. 

Media  and  (Painting)  Techniques.  Practice  in  watercolor  and 
oil  of  painting  techniques  based  on  the  French  impressionist  schools, 
including  landscape  exercises  for  all  seasons,  still-life  studies,  and 
figure  compositions.  Media  not  used  in  painting  will  be  used  in  other 
courses. 

Drawing  and  Painting.  Experience  in  painting  portraits, 
flowers,  still-life,  landscape,  and  figure  compositions.  Stress  is  put 
on  elimination  of  detail,  directness  and  freshness  of  applying  paint, 
showing  bulk,  and  ability  to  use  good  design. 

Advanced  Painting.  Problems  in  still-life,  landscape,  figure, 
portrait,  and  mural  painting,  from  the  modern  viewpoint  of  self- 
expression  and  significant  form.     The  artist  teacher  will  have  oppor- 


Indiana  Catalogue  Number  67 

tunity  to  create  by  stressing  volume,  plastic  (structural)  color,  and 
using  abstract  form  as  master  artists  have  done, — post-impressionism, 
expressionism. 

Modeling.  Modeling  in  low  and  bas-relief  and  in  the  round  of 
animals,  figiires,  and  heads ;  making  of  one-piece,  chip-and-piece,  and 
gelatine  moulds;  casting  of  objects  in  plaster.  Study  of  modeling  and 
sculpture  for  expressive  form,  in  order  to  equip  with  the  sculptural 
idiom  of  creative  expression. 

Pottery.  A  survey  of  pottery-making  and  methods  of  fashion- 
ing clay  into  interesting  articles,  such  as  bowls,  vases,  and  tiles.  The 
course  includes  coil  building^  casting,  glazing,  and  firing,  with  em- 
phasis on  appreciation  of  fine  pottery. 

Color.  Many  exercises  to  give  experience  in  using  color  with  its 
properties  (hue,  value,  intensity).  Applications  are  made  to  the  de- 
signer's and  the  painter's  projects. 

Pictorial  Expression  and  Illustration.  Creative  work  illus- 
trating personal  experiences,  world  events,  stories,  and  poems  of 
famous  authors^  with  emphasis  on  the  principles  of  design  and  the  use 
of  color  in  different  media. 

Costume  Design.  Historic  costume  studied  as  a  basis  for  crea- 
tive problems  of  present-day  costume  for  both  men  and  women.  Con- 
sideration is  given  to  the  principles  of  design  and  the  use  of  color 
in  relation  to  individual,  commercial,  and  stage  projects. 

Interior  Design.  A  study  of  the  history  of  architecture,  inter- 
iors, and  furniture;  creative  application  of  these  findings  according 
to  the  principles  of  design  and  use  of  color  for  present-day  interior 
and  exterior  house  plans. 

Mechanical  Drawing.  A  beginning  course  in  orthographic 
(working)  drawings  and  isometric  projections,  perspective,  revolu- 
tions, and  developments. 

Elementary  Industrial  Art.  Elementary  construction  in  wood 
and  other  materials,  bookbinding  and  related  industry,  weaving, 
leather  tooling. 

Crafts  in  Elementary  School,  All  textile  patterns  are  first 
designed ;  then  the  processes  of  stenciling^  tie-dyeing,  spray  dyeing, 
blockprinting,  batik,  and  weaving  are  taught.  Simple  projects  are 
planned  for  children. 

Crafts  (Metal).  Work  planned  to  give  experience  in  such 
simple  processes  as  etching,  saw  piercing,  riveting,  soldering,  bending, 
and  raising.  Problems  in  copper,  brass,  pewter,  silver,  and  combina- 
tions of  metal, — simple  pieces  of  jewelry,  such  as  bracelets,  rings,  and 
brooches.     All  objects  are  first  designed. 


68  Teachers  College  Bulletin 

Commercial  Art  and  Reproduction.  An  advanced  design  course 
giving  experience  with  projects  connected  veith  publishing:  lettering 
(pen  and  brush),  printing  (kinds  of  type),  advertising^  posters,  page 
arrangements,  year-book  problems,  printmaking  (linoleum-block,  zinc- 
plate,  etching,  lithograph,  engraving  chalk-plate).  Designing  of  car- 
tons, cans,  hat  boxes,  cracker  boxes,  packages,  wrapping  paper. 

Theatre  Arts.  Experience  in  designing  stage  costume  and  sets. 
Study  of  puppetry,  pageants,  festivals,  and  plays  with  related  design 
problems. 

History  and  Appreciation  of  Art.  Illustrated  lectures,  read- 
ings, notebook  compilations  covering  the  development  and  relation  of 
all  periods  of  fine  arts  in  general,  with  special  emphasis  on  architec- 
ture, sculpture,  and  painting. 

Place  and  Purpose  of  Education  in  the  Social  Order.  Phil- 
osophy, psychology,  trends,  foundations,  schools,  educators,  museums, 
fairs,  and  exhibitions  are  considered  with  their  direct  influence  on 
education.  Indirect  influences  on  art  education  of  architects,  sculp- 
tors, painters,  critics,  theatre,  cinema,  radio,  advertising,  and  maga- 
zines are  studied. 

Knowledge  of  the  facts  of  history  is  used  for  understanding  of 
and  adjustment  to  present-day  society.  Cultivation  of  attitudes  for 
peace  and  world  brotherhood;  and  substitution  of  co-operation  for 
competition,  the  common  good  for  individual  greed,  and  human  values 
for  property  values  in  an  industrial  age  are  built  up  as  ideals. 

Art  in  Public  Schools  (Curriculum  Materials).  Review  of  re- 
cent psychology  and  trends  and  movements  in  education.  Limited  re- 
search in  special  fields  of  art.  Comparison  of  contemporary  teaching 
methods.  Evaluation  of  many  courses  of  study.  Writing  art  courses 
for  primary,  intermediate,  junior  high,  and  senior  high  schools. 

Student  Teaching  and  Conferences.  Student  teaching  and 
conferences  provide  for  the  prospective  teacher  directed  participa- 
tion in  those  classroom  activities  through  which  children  develop  crea- 
tive power  and  ability  to  make  fine  choices,  and  acquire  knowledge 
and  appreciation  of  art. 


DEPARTMENT  OF  BUSINESS  EDUCATION 


Opportunities.  The  State  Department  of  Public  Instruction  has 
especially  designated  the  State  Teachers  College,  Indiana,  Pennayl- 
vania,  as  one  in  which  teachers  of  business  for  the  high  schools  of  the 
commonwealth  may  be  trained.  The  curriculum  is  four  years  in 
length,  leading  to  the  degree  of  Bachelor  of  Science  in  Education. 
Those  who  complete  the  work  as  outlined  are  prepared  either  to  sup- 


Indiana  Cataloouk  Numbbb  69 

ervise  or  teach  business  subjects  in  any  of  the  high  schools  of  the 
commonwealth  and  are  certificated  accordingly.  An  ccellent  opportun- 
ity is  available  here  for  men  and  women  of  high  caliber  who  possess 
the  ability,  personality,  and  ambition  requisite  for  success  in  this  type 
of  work. 

Entrance  Requirements.  Entrance  requirements  are  the  same 
as  for  other  departments  of  the  college.  Graduates  from  the  Depart- 
ment of  Business  Education  may  find  their  places  eventually  in  posi- 
tions of  much  responsibility  in  the  larger  high  schools.  This  suggests 
that  only  those  who  possess  the  ability,  ambition,  personality,  and 
aptitudes  requisite  for  success  in  such  professional  work,  and  who 
have  proved  themselves  both  personally  and  scholastically  in  high 
school,  should  apply  for  entrance  to  the  Department  of  Business  Ed- 
ucation. A  high  standard  of  both  scholastic  and  personal  qualities  is 
absolutely  necessary  for  service  in  this  type  of  work. 

Graduates  from  any  of  the  high  school  curricula  are  eligible 
and  rank  alike  upon  entering.  The  finest  type  of  student  from  the 
academic  courses  of  the  high  school  is  especially  desirable.  About 
two-thirds  of  the  best  students  in  this  department  have  not  had  any 
business  work  before  coming  to  Indiana. 

Every  requirement  is  met  as  laid  down  by  the  State  Department 
of  Public  Instruction  for  teaching  in  the  high  schools  of  the  com- 
monwealth. A  fully  accredited  degree  recognized  by  the  graduate 
schools  of  leading  universities  is  granted.  Since  this  is  a  teacher- 
training  institution,  our  graduates  are  especially  well  prepared  to 
teach,  as  well  as  being  culturally  educated,  and  are  not  the  mere  by- 
product of  some  general  college  course  in  business. 

Advanced  Standing.  Any  student  who  contemplates  making 
application  for  entrance  to  this  department  and  who  has  had  the  equiv- 
alent elsewhere  in  a  recognized  school  of  college  grade  of  any  of  the 
v/ork  outlined  in  our  curriculum,  may  make  application  for  advanced 
standing. 

Full  credit,  however,  is  not  granted  for  all  work  done  in  colleges 
that  are  not  specifically  teacher-education  institutions,  as  the  work  in 
such  schools  is  not  equivalent  to  that  offered  here.  High  standards 
for  teacher  preparation  must  be  maintained.  Students  who  wish  to 
transfer  from  other  institutions  should  make  applications  for  advanced 
standing  in  this  department  as  soon  as  convenient  to  the  Director  of 
the  Department  of  Business  Education  of  this  college. 

Equipment.  This  department  is  well  equipped  throughout  with 
a  full  supply  of  modern  office  machines.  Adding  machines,  calculat- 
ing machines,  banking  machines,  multigraphs,  mimeographs,  mimeo- 
scopes,  addressographs,  dictaphones,  files  and  cabinets,  and  other 
up-to-date  efficiency  devices  of  modern  business  give  the  students  i 
practical  knowledge  of  the  time-savers   and  system   units    found   in 


70  Teachers  College  Bulletin 

modern  business.  Their  uses  are  taught  and  mastered  in  this  depart- 
ment. Those  who  elect  these  courses  become  very  proficient  in  the 
manipulation  of  such  machines  before  graduation. 

Business  Practice  Department.  The  business  practice  depart- 
ment is  a  complete  business  community  in  itself  and  includes  not  only 
the  procedure  but  also  the  actual  atmosphere  and  environment  of 
modem  business.  It  is  equipped  for  efficient  and  up-to-date  work. 
Much  practical  business  experience  may  be  obtained  in  this  depart- 
ment. 

Ptactical  Experience  Requirements.  These  requirements  are 
a  vital  and  necessary  part  of  the  prospective  teacher's  preparation 
and  are  an  integral  part  of,  and  in  addition  to,  the  courses  outlined  in 
the  curriculum.  Credit,  under  this  requirement,  is  given  for  actual 
business  experience  previously  gained  and  also  for  that  acquired  in 
the  business  practice  department.  The  requirements  are  as  follows: 
lows: 

The  equivalent  of  six  months  of  store  practice,  secretarial  prac- 
tice, bookkeeping  practice,  clerical  practice,  or  a  combination  of  these 
or  other  business  contacts,  acquired  at  places  and  under  conditions 
approved  by  the  director  of  this  department.  This  experience  should 
be  preferably  in  the  field  or  fields  in  which  the  student  is  contem- 
plating certification. 

Student  Teaching.  Each  student  in  training  in  the  Depart- 
ment of  Business  Education  receives  more  than  the  state  require- 
ments in  hours  of  actual  practical  teaching  and  observation.  This 
is  not  a  makeshift  plan  merely  for  the  purpose  of  getting  credit.  A 
number  of  teaching  centers  are  conducted  in  connection  with  some  of 
the  largest  high  schools  within  convenient  reach.  To  these  teaching 
centers  the  students  are  sent  for  one  full  semester  (eighteen  weeks)  of 
the  senior  year  for  their  practice  teaching.  The  teacher  holds  a  regular 
position  in  the  high  school  and  carries  a  full  program  of  classes,  extra- 
curricular activities,  and  any  other  regular  school  duties.  The  work 
is  supervised  and  criticized  by  experienced  supervisors  who  are 
teacher  members  of  the  college  faculty  of  this  department,  and 
also  by  supervisors  of  exceptional  training  and  ability  furnished  by 
the  teaching  centers.  Everything  is  done  to  afford  those  in  training 
as  much  actual  teaching  experience  and  as  many  teaching  contacts  as 
possible  before  graduation. 

The  Teacher  Placement  Bureau.  A  very  efficient  teacher- 
placement  bureau  is  conducted  in  connection  with  the  Department 
of  Business  Education  for  the  purpose  of  assisting  outstanding  teach- 
ers in  obtaining  suitable  teaching  positions.  The  interests  are  promot- 
ed not  only  of  our  own  graduates  but  also  of  outstanding  commercial 
teachers  everywhere.  The  department  assists  in  the  placement  of  the 
members  of  the  graduating  class  and  also  in  the  promotion  of  those 


Indiana  Catalogur  Number  71 

who  have  been  teaching  for  a  year  or  more  and  who  are  worthy  of  and 
desire  advancement.  No  charge  whatever  is  made  for  the  services  ren- 
dered by  this  placement  bureau.  Either  winter  or  summer  school 
students  may  enroll  in  the  placement  bureau. 

Department  Co-operation.  It  is  desired  that  the  Department 
of  Business  Education  at  Indiana  shall  serve  as  a  clearing  house  of 
commercial  education  ideas  for  all  the  teachers  and  school  admini- 
strators of  the  country^  no  matter  where  those  interested  may  have 
received  their  training.  This  is  a  state  school,  not  a  private  institu- 
tion. Its  interests  are  in  the  commercial  education  of  the  entire 
country  and  are  not  limited  to  this  one  college.  Its  reputation  and 
influence  have  long  since  outgrown  any  narrow  or  provincial  selfish 
interests  in  business  education. 

The  Chamber  of  Commerce.  There  is  organized  in  connection 
with  the  Department  of  Business  Education  a  Chamber  of  Commerce. 
Frequent  opportunity  is  afforded  for  public  discussion  on  current 
popular  topics  applicable  to  the  work.  This  organization  fosters  the 
formation  and  development  of  commercial  clubs  and  similar  organ- 
izations in  the  high  schools,  wherever  the  assistance  is  desired,  and 
helps  to  promote  the  work  of  such  organizations.  The  officers  of  the 
Chamber  of  Commerce  are  elected  from  the  members  of  the  student 
body  of  the  Department  of  Business  Education.  The  work  is  super- 
vised by  a  faculty  member  of  the  department. 

Gamma  Rho  Tau.  This  is  a  national  honorary  and  professional 
business  education  fraternity  for  men  in  commercial  and  business 
education.  The  purpose  of  the  fraternity  is  to  promote  high-grads 
scholarship  and  character,  to  encourage  a  research  spirit  among  its 
members,  to  advance  the  professional  attitude  of  the  teacher  in  the 
classroom,  and  to  forward  the  democratic  ideal  in  education.  The 
qualifications  for  membership  shall  be  good  moral  character^  high 
scholarship,  and  promise  of  marked  ability  as  a  teacher  of  business 
subjects  in  secondary  schools. 

Pi  Omega  Pi.  This  is  a  national  and  professional  business  ed- 
ucation fraternity  for  men  and  women  in  business  and  commercial 
training.  The  purposes  of  the  fraternity  are  to  encourage  high  schol- 
arship and  high  ethical  standards  in  business  and  professional  life 
and  to  emphasize  service  as  the  basis  of  all  worthy  enterprise.  Junior 
and  senior  students  in  the  Department  of  Business  Education  who 
have  attained  certain  required  standards  in  scholarship,  character, 
and  professional  attitudes  are  eligible,  upon  invitation,  to  join  the 
fraternity. 

Summer  School.  A  complete  summer  school  of  business  educa- 
tion theory  and  methods  is  conducted  for  the  benefit  of  those  who  have 
been  teaching  and  who  wish  to  continue  work  for  the  degree  or  acquire 
additional  training  in  either  theory  or  methods  in  any  of  the  business 
subjects.     It  is  possible,  under  certain  circumstanceSj  for  those  who, 


72  Teachers  College  Bulletin 

for  economic  or  other  justifiable  reasons,  drop  out  before  graduation, 
to  complete  the  work  through  sumnaer  sessions.  Those  interested  in 
the  summer  school  should  write  for  the  Summer  School  Bulletin. 

Expenses.  The  entire  school  expense  for  a  school  year  of  thirty- 
six  weeks  will  amount  to  about  $375  for  boarding  students.  This  will 
cover  board,  room,  laundry,  books,  and  department  fees.  Elsewhere 
in  this  catalogue  a  detailed  list  of  expenses  will  be  found. 

Explanation  of  the  Curriculum.  This  is  a  teachers  college. 
No  short  courses  of  any  kind  are  oflfered  in  this  department  for  the 
training  of  secretaries,  bookkeepers,  or  any  other  vocational  workers. 
We  offer  only  the  full  four-year  curriculum  leading  to  the  teaching 
profession.  The  full  four  years  must  be  completed  before  the  teaching 
certificate  may  be  awarded. 

All  courses  that  are  indicated  by  the  asterisk  (*)  are  elective. 

All  courses  that  are  not  indicated  as  elective  are  required  of  all 
students  in  the  Business  Education  Department. 

Students  may  pursue  the  work  of  the  entire  curriculum,  or  they 
may  elect  to  pursue  work  according  to  their  aptitudes,  as  follows: 

1.  The  Complete  Program  leads  to  certification  in  all  three 
fields,  thus  affording  certification  in  all  of  the  high  school  business 
subjects.  Those  who  possess  aptitudes  that  indicate  success  in  steno- 
graphic, accounting,  and  retail  selling  work  may,  if  they  wish,  pursue 
this  complete  program. 

2.  The  Stenographic  Field  includes  all  of  the  required  courses 
of  the  curriculum  and  all  elective  courses  indicated  by  the  letter  "S". 
Any  other  elective  courses  indicated  by  the  asterisk  (*)  may  be  omit- 
ted and  in  their  places  may  be  elected  courses  from  any  other  depart- 
ment of  the  college.  Certification  may  be  received  for  these  elective 
courses  from  other  departments,  if  the  specific  requirements  for  certi- 
fication in  these  courses  are  met.  Those  who  pursue  this  program  will 
be  certified  to  teach  all  of  the  business  courses  in  the  high  school  ex- 
cept bookkeeping  and  retail  selling. 

3.  The  Bookkeeping  Field  includes  all  of  the  required  courses 
of  the  curriculum  and  all  elective  courses  indicated  by  the  letter  "B". 
Other  elective  courses  indicated  by  the  asterisk  (*)  may  be  omitted, 
and  in  their  places  may  be  elected  courses  from  any  other  department 
of  the  college.  Certification  may  be  obtained  for  these  courses  from 
other  departments  if  the  specific  requirements  for  certification  in  these 
courses  are  met.  Those  who  pursue  this  program  will  be  certificated 
to  teach  all  of  the  business  courses  in  the  high  school  except  shorthand, 
typewriting,  and  retail  selling. 


THE  FOUNTAIN 


Indiana  Catalogue  Number  78 


4.  The  Retail  Selling  Imeld  includes  all  of  the  required  courses 
of  the  curriculum  and  all  elective  courses  indicated  by  the  letter  "R". 
Other  elective  courses  indicated  by  the  asterisk  (*)  may  be  omitted 
and  in  their  places  may  be  elected  courses  from  any  other  department 
of  the  college.  Certification  may  be  received  for  elective  courses  from 
other  departments  if  the  specific  requirements  for  certification  in  these 
courses  are  met.  Those  who  pursue  this  program  will  be  certificated  to 
teach  all  of  the  business  courses  in  the  high  school  except  shorthand, 
typewriting,  and  bookkeeping. 

6.  The  Combination  Program  combines  either  the  Stenograph- 
ic and  Bookkeeping,  the  Stenographic  and  Retail  Selling,  or  the 
Bookkeeping  and  Retail  Selling  Fields.  With  any  combination 
program,  the  certification  appropriate  to  both  of  tlie  two  groups  com- 
bined will  be  awarded.  Certain  electives  in  other  departments  of  the 
college  also  may  be  carried  with  this  program,  in  place  of  the  courses 
listed  in  the  field  that  is  omitted.  The  usual  certification  requirements 
apply  also  to  these  electives. 

It  is  possible  to  elect  Typewriting  III  and  IV  and  become  cer- 
tificated to  teach  typewriting  with  either  of  the  fields  or  a  combinatioa 
of  the  fields. 

Elective  P'ields.  The  fields  of  English,  social  studies,  mathe- 
matics, science,  geography,  education,  art,  and  music  are  especially 
recommended,  from  which  courses  may  be  elected  by  students  in  busi- 
ness education.  All  electives,  however,  are  determined  by  the  choice 
of  the  student,  and  by  the  approval  of  the  Dean  of  Instruction  of 
the  college  and  the  Director  of  the  Department  of  Business  Education. 

Our  Standards.  Only  those  who  attain  "A"  or  high  "B"  stand- 
ings, and  whose  aptitudes  indicate  success  in  the  fields  elected,  should 
elect  more  than  one  field. 

Those  whose  standings  fall  below  "C"  may  not  graduate  or  be- 
come certificated. 

To  elect  the  Complete  Program  in  the  third  semester  a  student 
must  have  maintained  at  least  a  "C"  average  during  the  first  two  se- 
mesters, and  must  have  a  grade  of  "C"  or  better  in  the  following 
courses:  English  I  and  II,  Business  Mathematics  I  and  II,  Typewrit- 
ing I  and  II,  Bookkeeping  and  Accounting  I,  and  Shorthand  I. 

To  elect  the  Stenographic  Field  in  the  third  semester,  a  student 
must  have  a  grade  of  "C"  or  better  in  English  II,  Typewriting  II, 
and  Shorthand  I. 

To  elect  the  Bookkeeping  and  Accounting  Field  in  the  third 
semester,  a  student  must  have  a  grade  of  "C"  or  better  in  the  follow- 
ing courses:  Business  Mathematics  II,  Bookkeeping  and  Accounting  I. 


Teachers  College  Bulletin 


To  elect  the  Retail  Selling  Field  in  the  third  semester,  a  stu- 
dent must  have  a  grade  of  "C"  or  better  in  the  following  courses: 
Speech^  English  II,  and  Economic  Geography  I. 

Those  whose  standings  fall  below  "C"  may  not  graduate  or  be- 
come certificated.  It  should  also  be  understood  that  those  who  fall  be- 
low "B"  standings  are  considered  unsatisfactory  to  become  recom- 
mended for  teaching.  Since  high  school  standards  have  been  greatly 
raised,  school  officials  are  more  particular  than  ever  before  concerning 
the  qualifications  of  those  whom  they  employ.  They  insist  on  high 
scholastic  achievement,  good  personal  appearance,  attractive  personal- 
ity, freedom  from  physical  defects,  and  other  qualities  that  should  be 
carefully  considered  by  all  those  contemplating  this  type  of  profes- 
sional work. 

Only  a  small  proportion  of  high  school  graduates  can  meet  these 
very  strict  requirements.  Even  after  this  very  frank  explanation  and 
announcement,  every  year,  from  the  upper  half  of  the  high  school 
group,  a  large  number  of  students  who  fail  to  measure  up  to  the 
standards  are  enrolled.  In  the  past,  only  about  one-third  of  the  stu- 
dents of  the  selected  entering  class  have  met  the  requirements  and 
have  been  able  to  complete  the  work  to  graduation.  This  should  not 
discourage  those  who  really  have  the  qualities  required.  It  may,  how- 
ever, prevent  those  who  lack  certain  of  the  primary  requisites  for  de- 
veloping into  a  high  type  of  teacher. 

If  any  are  in  doubt  concerning  their  fitness  for  this  type  of  work, 
they  should  consult  their  liigh  school  principals  and  guidance  officers 
and  ask  them  for  a  frank  and  honest  statement  about  their  fitness. 
They  should  also  have  all  data  concerning  their  personal  and  scholastic 
qualifications  sent  to  the  college.  They  will  be  notified  as  to  the  date 
for  interviews,  at  which  time  the  matter  can  be  discussed  as  frankly 
and  wisely  as  experience  will  dictate. 

Application  for  Enrollment.  Enough  has  been  given  in  these 
few  pages  to  furnish  a  glimpse  into  the  Department  of  Business  Ed- 
ucation. A  definite,  limited  number  of  the  best  qualified  high  school 
graduates  are  accepted  each  year.  Those  who  can  qualify  and  who 
desire  to  make  application  for  entering  the  Department  of  Business 
Education  should  get  their  applications  in  early,  in  order  to  insure  a 
reservation. 


Indiana  Catalogue  Number 


73 


TEACHER    EDUCATION    CURRICULUM    IN    BUSINESS 
EDUCATION 

First  Semester 


Place  and  Purpose  of  Education  in  the  Social 
Order  including  School  Visitation 

Health  Education  I  including  Physical 
Education  and  Personal  Hygiene 

Speech  ..... 


English  I  including  Library  Science 
Business    Mathematics    I 
Business  Writing 
Typewriting  I        .  .  .  . 


Second  Semester 

English   II 

Health  Education  II  including  Physical 

Education  and  Personal  Hygiene 
Economic    Geography    I 
Business  Mathematics  II 
Bookkeeping  and  Accounting  I 
Typewriting  II     . 
(S)   *Shorthand    I  .  .  . 


Third  Semester 

Literature    I  .         .  .         . 

Economic  Geography  II 

Business  Organization  and  Finance 
(B)   *Bookkeepiiig    and    Accounting    II 
(S)   *Shorthand  II         ...  . 

(S)   *Typewriting   III 


Fourth  Semester 

Biological   Science 

Business   Correspondence 

Business   Law    I    . 
(B)   *Bookkeeping  and  Accounting  III 
(S)    *Shorthand  Applications 
(S)   *Typewriting  Applications 


Clock 
Hours 

Semester 
Hours 

3 

2 

4 

2 

3 

8 

4 

8 

3 

8 

3 

1 

3 

1 

28 


26 


15 


4 

2 

3 

3 

3 

8 

5 

8 

3 

1 

5 

8 

18 


3 

8 

8 

8 

3 

8 

5 

8 

6 

3 

5 

2 

24 

17 

4 

3 

3 

8 

3 

8 

3 

8 

5 

8 

5 

2 

23 

17 

76 


Teachers  College  Bulletin 


Fifth  Semester 

General  Psychology 

School  Law  and  Administration    . 

Business  Law  II  . 

Salesmanship  and  Retail  Selling  I 
(B)  *Bookkeeping  and  Accounting  IV 
(S)   *Stenographic  OflFice  Practice 


Clock 
Hours 

3 

Semester 
Hours 

3 

2 

2 

3 

3 

3 

3 

8 

S 

5 

3 

19 


IT 


(R) 


Sixth  Semester 

Psychology  of  Method  in  Business  Courses     . 
Tests  and  Measurements  in  Business  Courses 
Secondary  School  Business  Education, 

Organization,  and  Content 
Economics    I  ...... 

Visual    Education         .  .  .  .  4    or 

Clerical  Practice  and  Machines 
♦Retail   Selling   II 


3 

8 

3 

3 

2 

2 

3 

3 

2 

2 

or    1 

5 

3 

8 

3 

21 


18 


Seventh  Semester 

Philosophy  of  Education 

American   Government 

Economics    II 

History   of   Civilization 
(R)   ^Retail   SeUing   III 
(B)   ^Business  Mathematics  with  Statistics 
(B)   *  Accounting  and  Auditing 


2 

2 

S 

S 

3 

3 

4 

4 

12 

6 

2 

2 

3 

3 

29 


28 


Eighth  Semester 

Student  Teaching,  Observation,  and  Conference  15 
Curriculum  Materials,  Selection  and  Adaptation     4 


12 
3 


19 


16 


Indiana  Catalogue  Number 


DEPARTMENT  OF  HOME  ECONOMICS 

THE  Home  Economics  Curriculum  offers  educational  prepara- 
tion for  teachers  of  vocational  and  general  home  economics 
in  elementary  and  stcondary  schools  of  Pennsylvania.  Grad- 
uates of  this  curriculum  receive  the  deforce  of  Bachelor  of  Sci- 
ence in  Home  Economics,  whicli  is  recognized  for  entrance  to  graduate 
courses  by  all  leading  colleges  and  universities.  Our  graduates  receive 
a  Provisional  College  Certificate  valid  for  any  vocational  or  general 
home  economics  position  in  the  public  schools  of  Pennsylvania.  The 
students  in  this  curriculum  minor  in  English  and  upon  graduation 
they  are  certificated  to  teach  English.  They  are  also  required  to  take 
twenty-one  semester  hours  of  science  and  are  certificated  to  teach 
general  science. 

Entrance  Requirements.  The  requirements  for  admission  to 
the  Home  Economics  Department  are  the  same  as  already  specified, 
except  that  students  must  have  one  high  school  unit  of  chemistry.  The 
students  should  have  at  least  two  other  units  of  science,  preferably 
physics  and  biology.  No  student  should  apply  who  does  not  meet  the 
chemistry  requirement.  Students  who  have  had  one  esmester's  work 
or  more  in  other  colleges  should  have  a  B  average  before  applying  for 
admission  to  this  department. 

Home  Economics  Equipment.  The  Home  Economics  Depart- 
ment is  located  on  the  top  floor  of  the  Arts  Building.  Here  are  spa- 
cious laboratories,  classrooms,  dining  room,  unit  kitchen,  laundry, 
store  rooms,  conference  room,  rest  rooms,  and  offices.  The  department 
has  been  carefully  planned  to  have  all  the  conveniences  of  modern 
architecture.  The  equipment  is  modern  and  adequate  in  every  war. 
Superintendents  who  are  planning  home  economics  departments  in 
new  high  schools  are  invited  to  inspect  the  equipment  and  the  plan 
of  our  laboratories  in  this  department. 

Home  Management  House.  The  Home  Management  House  is 
located  on  the  campus.  It  is  a  large  airj'  house,  attractively  and  ap- 
propriately furnished.  It  has  the  atmosphere  of  a  comfortable  and 
hospitable  home.  The  junior  students  live  in  this  house  and  take  Home 
Management  III  under  the  direction  of  a  supervisor  who  lives  with 
them.  The  management  of  this  home  is  based  on  family  needs,  ex- 
penditures, and  relationships. 

A  baby  aged  about  three  months  is  placed  in  the  Home  Manarve- 
ment  House  each  September  for  related  work  in  child  care.  All  Home 
Management  House  students  who  live  there  one  semester  have  exper- 
ience in  carina:  for  this  child. 


78  Teachers  College  Bulletin 

Nursery  School.  In  connection  with  the  Child  Development 
Course  the  Home  Economics  Department  has  a  nursery  school  which 
meets  one  afternoon  per  week  for  a  period  of  twelve  weeks  each 
semester.  Children  aged  two  to  four  years  inclusive  are  enrolled  in 
the  nursery  school.  The  nursery  school  is  the  laboratory  for  the 
child  development  course,  which  is  given  parallel  to  Home  Manage- 
ment HI.  It  is  under  the  supervision  of  the  instructor  in  child  devel- 
opment. 

Home  Economics  Club.  The  Home  Economics  Club  is  affiliated 
with  the  State  and  National  Home  Economics  Association.  This  affil- 
iation is  a  means  of  keeping  informed  on  club  activities  of  national 
importance.  All  home  economics  students  who  make  application  for 
membership  in  the  club  are  admitted  and  enjoy  all  the  rights  and  priv- 
ileges upon  the  payment  of  their  dues.  The  club  aims  to  develop  a  so- 
cial interest  among  the  students  in  the  department.  It  is  a  means 
whereby  the  new  student  finds  friends  and  help  in  adjusting  herself 
to  college  life  and  in  getting  acquainted  with  other  activities  outside 
of  the  department.  Through  the  year  the  members  enjoy  together 
picnics,  parties^  and  dances.  One  large  formal  banquet  is  given  for  the 
freshmen  and  sophomores  in  the  first  semester.  A  notable  social  oc- 
casion in  the  second  semester  is  the  "Merry-Go"  for  the  juniors  and 
seniors.  At  the  regular  meetings  of  the  club  interesting  programs  are 
presented  under  the  direction  of  the  club  sponsor.  Every  opportunity 
is  offered  to  develop  initiative,  leadership,  comradeship,  and  social 
adjustment.  Membership  in  two  extracurricula  activities  each  year 
is  required  by  the  college. 

The  Placement  of  Graduates,  The  Director  of  the  Home  Ec- 
onomics Department  assists  all  graduates  in  obtaining  suitable  teach- 
ing positions.  Every  effort  is  made  to  place  the  graduate  in  the  com- 
munity in  which  she  can  render  her  best  service. 

Graduates  of  the  department  who  are  teaching  and  have  made 
good  teaching  records  are  given,  on  application,  assistance  by  the 
Director  when  a  change  in  position  is  desired. 

Student  Teaching.  Student  teaching  in  Home  Economics  is 
done  in  the  junior  and  senior  high  schools  of  Indiana  and  Johnstown 
and  in  the  vocational  home  economics  departments  at  Barnesboro  and 
Blairsville.  A  full  semester  of  student  teaching  is  required  of  all  can- 
didates for  graduation.  This  work  is  carefully  supervised  by  the 
teacher  of  home  economics  in  each  center  and  also  by  the  supervisor 
of  student  teaching  in  the  Department  of  Home  Economics. 


Indiana  Cataloouk  Number 


HOME  ECONOMICS  CURKJCULUM 
First  Semester 


Literature    I  •  .  .  . 

Science  I   (Biology) 

Clothing   I      . 

Inorganic    Chemistry    I 

Principles   of   Design    I    (Costume) 

Physical    Education    I 


79 


Clock 
Hours 

Semester 
Hours 

3 

3 

4 

3 

6 

3 

4, 

3 

4 

3 

3 

1 

Second  Semester 

Home  Management  I     . 
English    I      . 
Biology  II     . 

Inorganic    Chemistry    II 

Principles  of  Design  II   (Household) 
Foods    I        .  ,  .  ^ 

Physical    Education    II 


24 


3 

3 
4 
4 
3 
7 
8 


16 


Third  Semester 

Applied  Design  I   (Costume) 

English  II     . 

Organic    Chemistry 

Foods    II 

Clothing    II 

Dramatic    English 


Fourth  Semester 
Biological    Chemistry      .... 
Applied  Design  II  (Home  Planning  and  Furnishin^r) 

Clothing    III 

General   Psychology        .... 

Children's   Literature 

American    Government 


27 


S 
4 
5 
6 
3 

24 


17 


S 
3 
8 

17 


as 


18 


80 


Teachers  College  Bulletin 


Fifth  Semester 


Nutrition 

H»me  Care  of  Sick 
Family   Relationships 
Household    Physics 
Home  Management  II 
H*me   Manaaement   III 


Clock 

Hours 

4 

Semester 
Hours 

3 

3 

2 

2 

3 

4 

t 

3 

3 

6 

8 

22 

Sixth  Sbmestwr 

History    of    Civilization           .....  4 

Principles  of  Economics          .....  2 

Clothing  IV    (Costume) 4 

Introduction  to  Teaching  (Teaching  Home  Economics)  3 

Techniques  of  Teaching          .....  2 

Clothing    V 3 

Child    Development        ......  8 

31 

SSTINTH    SeMBSTER 

Student    Teaching  .  .  .  .  .  .21 

Including  experience   in   conducting   school    lunch, 
conferences,  observations,  and  professional  reading. 


IC 

4 
2 
2 
8 
2 
3 
2 

17 
14 


Eighth  Sbmeatbr 

English    Philology 

Educational    Sociology 

History  and  Philosophy  of  Education 

Electives         ..... 

(Educational   Measurements        .     .     3  —  2) 
(Visual  Education     .     .     4  or  2  —  2  or   1) 


2-1 

9 
3 
4 
8 


14 

S 

a 

4 
8 


13  IS 

TECHNICAL  COURSES  REQUIRED  OF  HOME 
ECONOMICS  GRADUATES 

Clothing  I.  This  course  provides  experience  in  selection  of  fab- 
rics, construction  and  selection  of  underclothing,  use  of  patterns,  and 
the  use  of  the  sewing  machine  and  its  attachments.  Each  girl  weaves 
•ne  article  on  a  loom.     The  selection  of  household  linens  is  included. 

Clothing  II  (Garment  Selection  and  Construction).  This  course 
aims  primarily  to  develop  appreciation  of  being  well  dressed  by  ap- 
plying principles  of  design  in  dress  selection  and  construction.  Ap- 
plications are  made  in  w»«l  and  silk  or  synthetic  material. 


Indiana  Catalogue  Number  81 

Clotiiino  III  (Tailoring  and  Draping).  This  course  prorides 
opportunity  for  further  study  in  fitting,  altering,  and  comparison  of 
patterns.  Modeling  and  designing  on  tlie  dress  form  further  develops 
the  power  to  judge  line  in  dress. 

Clothing  IV  (Millinery).  The  purpose  of  this  course  is  to 
develop  an  appreciation  of  what  constitutes  good  design  in  hats  as 
part  of  the  complete  ensemble.  It  includes  the  selection  and  con- 
struction in  remodeling  hats  for  different  seasons. 

Clothing  V.  A  part  of  tliis  course  is  the  study  of  the  infant  and 
pre-school  child's  wardrobe  including  selection  of  the  materials  and 
construction  of  garments  appropriate  to  the  child's  physical,  mental, 
and  emotional  development.  A  study  of  consumer  problems,  such  as 
labeling  and  standardization  of  fabrics  and  shopping  habits  is  in- 
cluded. 

Principles  of  Design  I  (Costume).  Exercises  in  line,  dark  and 
light,  and  color  to  give  experience  with  the  art  principles  as  applied 
to  costume.  Study  and  use  of  historic  pattern  and  motifs  significant 
in  the  present.     Reading  assignments,  research,  and  class  discussions. 

Principles  of  Design  II  (Household).  Application  of  design 
principles  to  interiors:  experiences  with  design  and  color  combina- 
tions in  wall  covering,  carpets,  rugs,  textiles,  period  and  contemporary 
furniture,  house  plans.  Slide  lectures,  trips  to  shops,  readings,  dis- 
cussions, and  notebook  collections  of  fine  examples  of  subjects  studied. 

Applied  Design  I  (Costume).  This  is  a  study  of  the  psychology 
of  clothing  and  the  effective  use  of  color,  texture,  and  pattern  design 
in  costume.  The  course  aims  to  stimulate  thinking  concerning  in- 
diridnal  clothing  problems. 

Applied  Design  II  (Home).  A  study  is  made  of  home  architec- 
ture, simple  landscaping,  house  planning,  building  materials,  wall 
finishes,  floors  and  floor  coverings,  window  decoration,  furniture  selec- 
tion and  arrangement,  lighting  and  small  ornaments.  The  class  as- 
sembles and  arranges  furnishings  appropriate  to  particular  rooms. 

Foods  I.  This  course  is  planned  to  give  the  student  the  funda- 
mental principles  of  everyday  cookery,  the  basis  for  wise  selection  of 
food  from  the  standpoint  of  manufacturer,  food  nutrients,  and  costs ; 
also  meal  planning  and  table  service  as  it  applies  to  breakfasts  and 
luncheons.  Special  emphasis  is  placed  on  the  points  to  consider  in 
teaching. 

Foods  II.  This  is  a  continuation  of  Foods  I  into  some  of  the 
longer  cookery  problems.  For  example,  food  preservation,  yeast 
breads,  meat  selection  and  cookery  are  among  the  units  offered.  Meal 
planning  and  table  service  are  carried  further  with  emphasis  on 
dinners  and  sp>ecial  occasions. 


Teachers  College  Bulletin 


Nutrition.  Unit  I.  Food  selection  for  students  of  college  age. 
Daily  food  requirements  for  normal,  malnourished,  and  obese 
students ;  laboratory  preparation  and  demonstration  of  type 
meals ;  discussion  of  proteins,  vitamins,  minerals^  and  their 
value  in  the  diet. 

Unit  II.  Food  selection  for  other  people.  Emphasis  on  food  for 
children  of  high  school  age;  laboratory  preparation  and  demon- 
stration of  type  meals,  course  of  study  in  nutrition  for  junior 
high  schools. 

Unit  III.  Diet  in  disease.  Causes,  symptoms^  and  dietary  treat- 
ment for  diabetes^  ulcer  of  stomach,  tuberculosis,  anemia;  lab- 
oratory preparation  and  demonstration  of  type  meals. 

Student  Teaching.  This  course  includes  experience  in  conduct- 
ing the  school  lunch,  conferences,  observations,  and  professional  read- 
ing, besides  eighteen  weeks  of  actual  teaching,  nine  weeks  in  a  voca- 
tional home  economics  department  and  nine  weeks  in  a  general  home 
economics  department. 

School  Lunch  (Student  Teaching).  In  this  course  the  lunch- 
room is  treated  as  an  educational  factor  in  the  public  school  which 
provides  adequate  food  for  good  nutrition  and  also  serves  as  a  lab- 
oratory where  pupils  may  learn  better  food  selection  and  social  habits. 
Marketing,  selection  and  arrangement  of  equipment,  and  managerial 
problems  of  the  small  or  average-sized  cafeteria  are  considered.  Ex- 
perience in  serving  lunches  to  school  children  is  provided. 

Science  I  {Biology).  The  objectives  of  this  course  are  to  teach 
conservation  of  energy  and  its  convertibility  from  one  form  to  an- 
other, the  relationship  existing  between  the  various  body  organs  and 
their  systems,  and  the  relation  of  the  nervous  system  to  psychology. 
This  course  forms  a  basis  for  psychology,  biological  chemistry,  and 
nutrition.  Laboratory  work  is  done  on  animal  brain,  spinal  cord, 
heart,  liver,  kidneys,  adrenals,  and  thyroid.  Charts  used  are  torso 
and  head  models  and  life-size  anatomical  charts. 

Science  II  (Bacteriology).  This  is  a  course  in  general  bacteri- 
ology covering  the  fundamental  principles  of  laboratory  technique  as 
well  as  a  clear  presentation  of  pathogenic  and  nonpathogenic  bacteria, 
yeasts  and  molds.  Practical  application  is  made  in  the  relation  of 
these  organisms  to  health,  food,  and  everyday  living  of  human  beings. 

Child  Development.  This  course  deals  with  the  child  of  pre- 
school age.  The  child's  development  both  physical  and  mental  is 
studied,  with  special  emphasis  on  habit  building  and  character  forma- 
tion. A  laboratory  nursery  school  and  the  baby  in  the  Home  Manage- 
ment House  provide  first-hand  study  material  to  parallel  reading  and 
discussion.     Psychology  is  a  prerequisite  to  this  course. 


Indiana  Catalogue  Number  83 

Home  C!ari:  of  Sick..  A  review  of  health  habits  pertaining  to 
foods,  personal  cleanliness,  air,  rest,  exercise,  and  inc-ntal  control; 
conditions  aflecting  allergy,  function  of  ductless  glands,  immunity, 
administering  medicine ;  following  doctor's  orders,  bed  making,  bathing 
sick  in  bed;  sick  trays,  demonstrating  liquid,  semi-solid,  and  solid 
diets.  Paralleling  this  work  a  careful  examination  is  made  of  the 
course  "Home  Care  of  Sick"  as  it  is  given  in  junior  high  schools. 

Home  Management  II.  The  care,  selection,  and  use  of  modern 
household  equipment  with  special  emphasis  on  the  management  of 
time  and  energy.  The  eeononiic  situation  and  financial  problems  of 
the  family:  family  income,  expenditures,  personal  and  family  accounts 
and  budgets,  savings,  home-owning  expenses,  insurance,  investments, 
consumers'  problems,  and  standards  of  living.  Discussions,  readings, 
demonstrations,  laboratory  practice,  and  reports. 

Home  Management  III.  Practice  in  carrying  on  all  the  home- 
making  and  house-keeping  activities  of  the  modern  urban  family ; 
food  shopping,  preparation,  and  service;  entertaining  of  guests;  care 
of  an  infant;  general  house  cleaning  and  laundry.  Conferences  and 
practice. 

Family  Relationships.  Brief  history  of  the  family,  the  role  of 
the  individual  in  the  family  organization,  and  problems  of  the  family 
as  a  social  unit  in  society.     Discussions  and  readings. 

Descriptions  of  other  courses  in  the  Home  Economics  Curriculum 
will  be  found  under  their  regular  headings,  Education,  English,  etc. 

Introduction  to  Teaching  Home  Economics  This  course  aims 
to  acquaint  the  student  with  the  more  recent  developments  in  educa- 
tion. After  this  foundation  work  is  given,  those  problems  with  which 
home  economics  is  especially  concerned  are  discussed:  the  type  of 
work  offered  in  general  and  vocational  high  schools,  opportunities 
for  part-time  and  evening  classes,  the  home  project  and  kinds  of 
equipment  suitable  for  varying  teaching  situations.  The  study  of 
community  needs  forms  a  basic  part  of  the  course.  Reports,  papers, 
and  assigned  readings. 

Technique  of  Teaching.  This  course  deals  with  specific  phases 
of  home  economics  teaching.  The  various  methods  of  teaching,  the 
lesson  plan,  and  the  business  management  of  a  department  are  con- 
sidered in  detail.  The  planning  of  courses  of  study  and  specific  units 
are  discussed  and  worked  out  by  the  student.  Observations  in  the 
training  school  and  town  high  school  form  a  basis  for  an  understand- 
ing of  the  adolescent  boy  and  girl  and  aid  in  the  evaluation  of  teaching. 
Observations,  reports,  papers,  and  assigned  readings. 


84  Teachers  College  Bulletin 

DEPARTMENT  OF  MUSIC 

The  State  Teachers  College,  Indiana,  Pennsylvania,  is  authorized 
by  the  State  Department  of  Public  Instruction  to  offer  the  four-year 
curriculum  for  the  preparation  of  supervisors  and  special  teachers  of 
music. 

Degree  and  Certification.  Graduates  of  the  music  curriculum 
receive  the  degree.  Bachelor  of  Science  in  Public  School  Music  and 
in  addition  the  Provisional  College  Certificate,  which  is  a  valid  license 
to  teach  and  supervise  both  vocal  and  instrumental  music  in  the  el- 
ementary and  secondary  schools  of  Pennsylvania  for  a  period  of 
three  years.  At  the  end  of  three  years  of  successful  teaching  ex- 
perience in  Pennsylvania  and  the  completion  of  six  semester  hours 
of  additional  preparation  the  Permanent  College  Certificate  is  re- 
ceived. 

Opportunities  in  Music  Education.  The  increased  recognition 
of  music  as  a  fundamental  part  of  our  educational  program  is  serving 
to  emphasize  to  superintendents  and  school  boards  the  importance  of 
selecting  as  the  music  teacher  an  individual  of  strong  character  and 
personality  and  one  who  has  a  soundly  developed  musicianship  and  a 
broad  educational  outlook. 

The  demand  for  well-prepared  teachers  capable  of  forceful 
leadership  in  music  is  such  as  to  offer  excellent  opportunity  for  future 
success  to  superior  high  school  graduates  whose  interests  and  abilitiei 
lead  them  to  select  the  teaching  of  music  as  their  profession. 

The  college  has  the  faculty  and  equipment  to  offer  and  success- 
fully carry  out  every  phase  of  the  preparation  and  development  of 
public  school  music  teachers  and  supervisors. 

Requirements  for  Admission.  Applicants  for  entrance  to  the 
Music  Department  meet  the  general  requirements  for  admission  as 
given  on  page  34. 

In  addition  the  applicant  should  meet  the  following  special  re- 
quirements wliich  are  considered  necessary  for  successful  work  in  the 
music  department: 

1.  The  possession  of  an  acceptable  singing  voice 

2.  A  special  aptitude  in  such  matters  as  pitch  discrimination, 
sense  of  consonance,  tonal  memory,  and  sensing  rhythms 

S.  A  musical  backgroud  as  a  result  of  private  study  or  a  success- 
ful public  school  music  experience 

4.  The  ability  to  play  the  piano  or  some  orchestral  instrument 
representing  at  least  two  years  of  study 


Indiana  Cataloque  Numbkr  86 

The  personal  interview  for  inu.sic  students  is  given  by  the  Direc- 
tor of  the  department.  These  interviews  have  proved  to  be  helpful  in 
aiding  the  applicant  to  determine  his  fitness  for  the  work  in  the  music 
curriculum.  Since  wc  have  more  candidates  than  can  be  accepted,  it 
is  advisable  to  make  application  for  admission  to  the  Registrar  of  the 
college  and  arrange  for  an  interview  early  in  the  new  year. 

Expenses.  The  entire  expense  for  a  school  year  of  thirty-six 
weeks  amounts  to  ajiproximately  $i88.00.  Tiie  costs  for  one  semester 
are  itemized  below. 

Contingent  Fee  (covering  the  cost  of  class  instruction, 

private  lessons,  and  piano  recital)  $90.00 

Board,  Room,  and  Laundry  126.00 

Estimated  cost  of  books,  music  supplies,  and 

instrumental   rental  23.00 

Student  Activity  Fee  6.00 


$244.00 
The  statement  on   Private   Instruction   Fees   found  under   VIII, 
page  30  does  not  apply  to  the  students  enrolled  in  the  Music  Super- 
visors'  Curriculum.     The  above  itemized  statement  of  costs  includes 
all  fees  charged  for  enrollment  in  the  Music  Supervisors'  Curriculum. 

The  Placement  of  Graduates.  The  director  assists  graduate« 
in  the  department  in  obtaining  suitable  teaching  positions.  This  ser- 
ice  is  continuous  and  available  to  all  successful  teachers  who  arc 
alumni  of  the  department.  No  charge  is  made  for  this  service.  Superin- 
tendents and  supervising  principals  interested  in  the  applications  of 
graduates  of  the  Music  Department  are  invited  to  come  to  Indiana 
to  observe  the  personality  of  the  individual  candidate  and  his  effici- 
ency in  classroom  teaching. 

Student  Teaching.  Students  in  the  Music  Curriculum  at  Indi- 
ana gain  their  knowledge  of  and  experience  with  teaching  situations 
through  three  definite  steps  and  procedures: 

1.  By  observation  periods  in  the  training  school  during  their 
freshman  and  sophomore  years.  These  observations  are  to  learn 
techniques  while  taking  prerequisite  courses  in  college,  not  to 
professionalize  subject-matter. 

2.  In  observation  and  actual  teaching  assignments  in  the 
training  schools  during  the  junior  year  as  part  of  the  courses  in 
Methods  and  Materials.  Tliese  assiginraents  are  limitci  in  scope 
but  definite  as  to  requirements  and  responsibility. 

8.  In  twelve  semester  hours  in  Student  Teaching  required 
during  the  senior  year.  This  work  is  done  in  the  elementary  and 
junior  high  schools  located  on  the  collep;e  campus  and  in  the 
elementary,  junior,  and  senior  high  schools  of  Indiana. 


86  Teachers  College  Bulletin 

All  student  Teaching  is  done  under  careful  personal  supervision 
of  critic  teachers. 

The  student  teaching  assignments  are  made  so  that  each  student 
may  have  experience  in  teaching  in  each  of  the  six  elementary  grades 
for  a  period  of  nine  weeks  and  for  a  period  of  eighteeen  weeks  in  the 
secondary  schools.  Personal  responsibility  for  the  quality  and  pro- 
gress of  the  music  work  in  each  of  these  assignments  gives  the  young 
teacher  a  background  of  experience  in  meeting  and  solving  the  psy- 
chological and  technical  problems  common  to  the  varying  age  levels. 

Private  Instruction.  The  curriculum  in  music  is  designed  to 
give  opportunity  for  an  intensive  preparation  in  musical  content  and 
techniques.  As  an  integral  part  of  a  well-planned  series  of  musical, 
professional^  and  cultural  courses,  continuous  study  of  voice,  piano, 
and  orchestral  and  band  instruments  is  required.  These  essential 
factors  in  the  preparation  of  intelligent  leadership  in  music  edu- 
cation are  required  and  made  available  to  all  students  of  the  music 
curriculum  without  additional  cost  beyond  the  regular  contingent  fee 
for  the  music  curriculum.  These  knowledges  and  skills  must  be  ade- 
quately translated  into  usefullness  through  individual  and  group  per- 
formances. Much  experience  in  listening  to  and  participating  in  pub- 
lic performances  is  required  in  connection  with  the  many  public  recit- 
als and  concerts  given  throughout  the  year.  Therefore  private  in- 
struction which  is  listed  in  each  semester  presents  two  phases  of  work: 
first,  private  instruction  in  voice,  piano,  and  stringed,  woodwind,  and 
brass  instruments  of  the  orchestra  and  band;  second,  group  musician- 
ship. 

Class  Instruction.  Instruction  is  so  arranged  that  adequate 
opportunity  to  participate  in  various  types  of  class  instruction  is 
available  to  students  without  extra  cost.  Private  lessons  and  class 
instruction  are  co-ordinated  in  a  flexible  manner  calculated  best  to 
promote  both  individual  progress  and  necessary  knowledge  of  class 
teaching  methods  and  materials.  Class  methods  in  piano,  voice,  violin, 
clarinet,  cornet,  and  trombone  are  given  each  semester.  Class  instruc- 
tion in  other  instruments  is  given  when  demand  warrants  it.  In  class 
instruction  in  piano,  voice,  and  violin  opportunity  is  offered  for  prac- 
tice teaching  under  supervision  in  the  training  schools  and  public 
schools. 

Small  Ensemble  Instruction.  In  addition  to  the  music  organi- 
zations listed  in  this  catalogue  students  are  given  experience  in  small 
vocal  ensemble  groups,  stringed  groups,  woodwind  quartets  and 
groups,  brass  quartets  and  groups,  etc.  This  work  stimulates  immedi- 
ate growth  and  prepares  the  students  for  teaching  similar  organi- 
zations in  the  public  schools. 


Indiana  Catalogue  Numbkh  87 


MUSICAL  ORGANIZATIONS 

The  Symphonic  Choir.  This  organization  is  distinctive  in  mem- 
bership, in  the  high  quality  and  nature  of  the  music  studied,  and  in 
the  finish  and  quality  of  its  concert  performances.  Membership  is 
confined  chiefly  to  juniors  and  seniors  of  the  music  department  but 
is  open  to  a  limited  number  of  other  students  on  a  competitive  basis. 
Included  in  the  repertory'  are  all  types  and  schools  of  fine  choral 
expression,  sacred  and  secular,  a  capella  and  accompanied.  The  choir 
specializes  in  a  capella  singing  of  many  voiced  arrangements,  achiev- 
ing perfection  of  tonal  colors,  contrasts,  balances,  and  harmonic 
effects  comparable  in  the  vocal  field  to  similar  etl'ects  achieved  by  a 
fine  symphony  orchestra  in  the  instrumental  field.  The  Symphonic 
Choir  not  only  appears  in  concert  and  assembly  performances  in 
Indiana  but  in  many  high  schools  and  communities  in  the  surrounding 
territory. 

The  Junior  A  Cappella  Choir.  The  organization  of  the  Junior 
A  Cappella  Choir  completes  the  choral  set-up  of  the  Music  Depart- 
ment. This  choir  is  composed  of  all  freshmen  and  sophomore  music 
students  and  is  also  open  to  students  outside  the  department.  The 
purpose  of  the  choir  is  four-fold:  to  give  first-  and  second-year  music 
students  a  chance  to  gain  a  knowledge  of  methods  and  materials  suit- 
able for  use  in  the  senior  high  school;  to  give  the  experience  of  fine 
ensemble  singing  to  students  who  may  not  have  a  chance  to  sing  in 
the  Symphonic  Choir;  to  make  possible  the  raising  of  standards  of 
the  Symphonic  Choir  to  a  high  competitive  basis ;  and  to  give  all  music 
students  the  joy  and  experience  of  singing  in  a  group  of  this  type 
under  professional  direction. 

The  Vesper  Choir.  The  Vesper  Choir  is  a  girls'  organization. 
Membership  is  required  of  all  first-  and  second-year  girls  in  the 
music  department  and  is  open  to  a  limited  number  of  girls  from  other 
departments.  The  materials  used  represent  a  high  type  of  musical 
literature.  The  work  is  largely  a  cappella.  This  organization  furn- 
ishes music  for  the  Simday  vespers. 

The  Men's  Glee  Club.  The  aims  of  this  organization  are  to 
afford  personal  enjoyment  through  participation  in  ensemble  singing 
and  to  contribute  to  public  enjoyment  by  appearing  at  various  college 
functions.  INIembership  is  required  of  all  first-year  men  in  the  music 
department  and  is  open  to  all  other  men  upon  tryouts  with  the  director. 

The  Lyric  Choir.  The  Lyric  Choir,  a  musical  organization  for 
girls,  draws  its  membership  from  every  department  in  the  school. 

The  aim  of  the  club  is  twofold:  to  furnish  real  pleasure  to  its 
members  through  the  singing  of  the  best  sacred  and  secular  music 
for  treble  voices  and  to  contribute  to  the  musical  life  of  the  college 
by  appearing  on  programs  throughout  the  year. 


88 


Teachers  College  Bulletin 


The  College  Symphony  Orchestra.  The  Symphony  Orchestra 
plays  a  fine  repertory  of  classic  and  romantic  works  as  well  as  an  ever- 
growing list  of  more  modem  works.  By  means  of  several  local  public 
appearances  and  yearly  concert  trips  the  orchestra  contributes  to 
the  cultural  and  social  life  of  the  college  and  the  surrounding  terri- 
tory. Members  of  the  department  of  music  are  provided  a  fine  experi- 
ence in  program  building  of  a  varied  nature  and  an  indispensable  or- 
chestral experience,  while  students  from  outside  the  department  are 
afforded  a  delightful  musical  experience. 

Membership  is  open  to  any  student  who  can  qualify.  Students 
with  orchestral  experience  are  encouraged  to  bring  their  instruments 
and  apply  for  membership  in  this  organization. 

The  College  Band.  The  College  Band  is  an  organization  of 
concert  proportions.  Any  student  in  the  college  who  has  gained  suitable 
proficiency  on  his  instrument  is  encouraged  to  apply  for  membership 
in  this  organization.  The  band  has  won  for  itself  a  recognized  place 
in  the  social  and  recreational  life  of  the  school. 


TEACHER   EDUCATION   CURRICULUM   IN 
MUSIC  EDUCATION 


First  Semester 

English  I  including  Library  Science 

Place  and  Purpose  of  Education  in  the  Social  Order 
including  School   Visitation 

Harmony    I    . 

Solfeggio   I    (Sight  Reading) 

Ear  Training  I       .  .  .  . 

Private  Study:  Voice,  Piano,  Strings  (Violin,  Viola, 
'Cello,  Bass)  ;  Woodwinds  (Flute,  Oboe,  Clar- 
inet, Bassoon) ;  Brasses  (Trumpet,  French 
Horn,  Trombone,  Tuba)  ;  and  Percussion  In- 
struments. Chorus,  Orchestra,  and  Band.  Work 
arranged  for  greatest  benefit  of  students. 

Health    Education  ...... 


Clock 
Hours 
4 


Semester 
Hours 


27 


Sbcond  Semester 

English    II 

Speech             ..... 
Harmony    II 

Solfeggio   II    (Sight   Reading) 
Ear  Training  II     . 

3 

3 
3 
3 
3 

Private  Study  (See  First  Semester.) 

0 

Health    Education 

t 

16 

3 

S 
3 
2 
2 
3 
1 


26 


17 


CLARK  HALL  FROM  THE  WEST 


Indiana  Catalogue  Number 


89 


Third  Semester 


Appreciation  of  Art 

History  of   Civilization 

Harmony    III 

Solfeggio  II    (Sight   Reading) 

Ear    Training    III 

Eurythmics   I  .  .  . 

Private  Study  (See  P'irst  Semester 


Clock 
Hours 

3 

Semester 
Hours 

2 

4 

4 

2 

2 

8 

2 

8 

2 

2 

1 

9 

8 

94 


16 


Fourth  Semester 
Principles    of    Sociology    . 
literature  I  or  II 
Harmony    IV 
Elements  of  Conducting 
Methods  and  Materials   I 
Eurythmics    II 
Private  Study  (See  First  Semester.) 


2 

2 

8 

8 

2 

2 

2 

2 

4 

8 

2 

1 

9 

3 

25 


16 


Fifth  Semester 
-General   Psychology 
Advanced  Choral  Conducting 
Harmony    V  .... 

History  and  Apreciation  of  Music  I 
Methods  and  Materials  II     . 
Prirate  Study  (See  First  Semester.) 


8 

t 

3 

8 

2 

2 

8 

8 

4 

8 

9 

8 

24 


17 


Sixth  Semester 
Educational    Psychology 
Harmony   VI  .... 

Advanced   Instrumental   Conducting 
History  and  Appreciation  of  Music  II 
Methods  and  Materials  III  . 
Private  Study  (See  First  Semester.) 


8 

8 

2 

2 

8 

8 

3 

8 

4 

8 

8 

2 

Seventh  Semester 
Physical    Science  .  .  .  .  , 

Student   Teaching  and   Conferences 
Private  Study  (See  First  Semester.) 
Elective  ....... 


23 

4 
8 
6 
4 

22 


16 

8 

6 
2 

4 

15 


90  Teachers  College  Bulletin 

Eighth  Semester 

Clock         Semester 
Hours  Hours 

Educational  Measurements     .....  2  2 

Student   Teaching  and   Conferences        ...  7  6 

Private  Study  (See  First  Semester.)       ...  6  2 

Elective           ........  6  5 

20  15 

Electives  from  the  fields  of  English  or  social  studies  may  be 
chosen,  thus  completing  the  requirement  for  certification  in  these 
respective  fields. 

DESCRIPTION  OF  MUSIC  COURSES 

Ear  Training  I  (Dictation).  A  study  of  tone  and  rhythm  planned 
so  that  the  student  gains  power  to  recognize,  visualize,  sing,  and  write 
simple  rhythms  and  melodic  phrases  in  all  major  or  minor  keys. 

Ear  Training  II  (Dictation).  A  continuation  of  melodic  dicta- 
tion, giving  special  emphasis  to  the  development  of  musical  memory 
and  to  the  ability  to  write  comparatively  difficult  rhythms  and  melod- 
ic phrases  after  one  hearing.  Beginning  of  chord  dictation,  utilizing 
the  more  simple  harmonic  progressions  encountered  in  Harmony  I 
and  II. 

Ear  Training  III  (Dictation).  A  study  of  the  more  difficult 
rhythmic,  melodic,  and  harmonic  problems.  Special  emphasis  is  given 
to  the  development  of  ability  to  recognize  and  write  longer  and  more 
difficult  harmonic  progressions  after  one  hearing. 

Solfeggio  I  (Sight  Reading).  Sight  reading  in  all  major  and 
minor  keys  with  sol-fa  syllables,  neutral  syllables,  and  words,  music 
of  easy  to  moderate  difficulty  in  both  F  and  G  clefs.  Material  used 
approximates  that  of  the  first  four  years  of  grade  music. 

Solfeggio  II  (Sight  Reading).  Chromatics  and  more  difficult 
intervals  and  rhythms  are  presented  with  emphasis  upon  individual 
skill  in  part  singing.  Material  used  approximates  that  of  the  inter- 
mediate grades  and  the  first  two  years  of  the  junior  high  school.  Pre- 
requisite: Solfeggio  I. 

Solfeggio  III  (Sight  Reading).  More  difficult  rhythm  intervals 
and  progressions  than  in  Solfeggio  I.  On  completion  of  this  course 
students  should  have  the  ability  to  read  fluently  and  accurately  all 
music  parts  that  are  found  in  various  standard  texts  for  he  grades, 
junior  high  schools,  and  senior  high  schools.  Prerequisite:  Solfeggio 
II. 


IxDIAlfA   CaTALOOUE   NuMBBR  •! 


Harmony  I.  A  brief  review  of  the  essentials  of  music  th(;ory  is 
first  given.  Harmony  I  includes  harmonization  in  four  voices  involving 
the  use  of  tonic,  subdominant^  dominant,  and  dominant  seventh  har- 
monies in  fundamental  position  and  inversions.  The  principles  of 
chromatic  alteration,  chord  connection,  and  modulation  are  introduced. 
Very  simple  keyboard  harmony  is  begun. 

Harmony  II.  A  harmonization  of  melodies  involving  the  intro- 
duction and  use  of  supcrtonic,  mediant,  and  submediant  harmonies, 
with  7th,  simple  alterations,  and  most  useful  inversions.  The  use 
of  chromatic  and  non-chordal  tones  is  emphasized,  and  original  melody 
writing  in  small  forms  is  begun.  Keyboard  harmony  is  continued. 

Harmony  III.  A  more  intensive  study  of  chromatic  harmonies 
and  embellishments  with  the  use  of  more  dissonant  upper  chord  for- 
mations of  the  9th,  11th,  and  13th  being  emphasized.  Keyboard  har- 
mony is  continued. 

Harmony  IV  (Keyboard  Ilarviony).  Summation  and  applicatioa 
of  previous  knowledge  and  experience  to  gain  facility  in  harmoni- 
zation at  the  keyboard.  Includes  harmonization  at  the  keyboard  of 
folk  songs  and  melodies  commonly  used  in  the  schools  and  commun- 
ities, transposition,  sequence  building,  creative  work  at  the  piano,  and 
harmonic  memorization. 

Harmony  V  (Form  and  Analysis).  Detailed  harmonic  analysis 
and  a  study  of  the  structural  designs  commonly  employed  in  musical 
composition:  the  figure  and  motive,  the  phrase,  period  forms,  small 
forms,  song-form  with  trio,  rondo,  sonatine,  sonata  allegro,  and  varia- 
tion.    Original  composition  in  the  smaller  forms  is  begun. 

Harmony  VI  (Composition  and  Arrangement).  Creative  appli- 
cation of  material  from  all  previous  harmony  courses  to  composition 
in  various  vocal  and  instrumental  forms.  Experience  in  arranging 
music  for  vocal  and  instrumental  groups  and  in  writing  obbligatos. 

Methods  and  Materials  I  (Grades  1,  2,  3).  A  comprehensive 
and  analytical  study  of  the  young  child's  singing  voice,  of  important 
texts  and  materials,  and  of  teaching  methods  suitable  for  the  primary 
grades.  Attention  is  given  to  the  problem  of  the  monotone;  to  materials 
and  methods  of  vitalizing  appreciation  work;  to  choosing,  memoriz- 
ing, singing,  and  presenting  rote  songs;  to  methods  of  presenting 
rhythm  through  singing  games,  interpretative  movements,  and  the 
rhythm  band.  Preparation  of  lessons  plans,  making  of  outlines,  and 
observation  of  teaching  is  required. 

Methods  and  Materials  II  (Grades  4,  5,  6).  Includes  attention 
to  the  child  voice  of  this  age  level,  the  development  of  part  singing, 
the  organization  of  intermediate  choirs,  and  appreciation  Avork.  Prep- 
aration of  lesson  plans,  making  of  outlines,  observations,  and  a  small 
amount  of  carefully  superA-ised  practice  teaching  is  required. 


92  Teachers  College  Bulletin 

Methods  and  Materials  III  (Junior  and  Senior  High  School). 
Includes  a  careful  study  and  testing  of  the  changing  adolescent  voice, 
its  special  problems  and  suitable  materials ;  the  integration  of  music 
with  other  subjects;  the  problems  involved  in  music  supervision  and 
in  organizing  the  music  curriculum.  Observation  and  an  increasing 
amount  of  participation  in  teaching  is  required. 

Elements  of  Conducting.  A  basic  course  in  the  fundamentals 
of  both  choral  and  instrumental  conducting  with  special  emphasis 
upon  preparation  for  directing  assembly  singing  and  community  sing- 
ing. Includes  daily  practice  in  conducting,  using  all  rhythms;  study  of 
suitable  materials;  fundamental  rules  for  the  conductor  to  observe; 
music  terminology  in  most  common  usage ;  practice  in  solving  the  prob- 
lems of  posture,  preliminary  beats,  attacks,  releases,  holds,  division 
of  the  beat,  and  use  of  the  left  hand;  adapting  method  to  meet  prac- 
tical requirements  of  unlike  groups  and  differing  conditions ;  and 
study  of  the  following  phases  of  interpretation:  diction,  tempo, 
rhythm,  accent,  dynamics,  climax,  spirit,  and  emotion. 

Advanced  Choral  Conducting.  An  advanced  course  in  choral 
conducting  with  special  emphasis  upon  preparation  for  conducting 
glee  clubs  and  choruses  and  study  of  suitable  materials.  Includes  mucii 
practice  in  conducting  glee  club  and  chorus  materials ;  problems  of 
organization  and  maintenance;  rehearsal  techniques;  program  building; 
conducting  recitative  and  free  rhythm;  appearance  and  grouping  of 
choirs ;  costumes ;  preparation  for  contests  and  festivals ;  technique  of 
radio  broadcasting;  and  a  study  of  the  following  phases  of  interjore- 
tation:  tone  quality,  blend,  balance,  intonation,  unanimity,  and  phras- 
ing.    Prerequisite:  Elements  of  Conducting. 

Advanced  Instrumental  Conducting.  An  advanced  course  iu 
instrumental  conducting  with  special  emphasis  upon  preparation  for 
conducting  orchestras,  bands,  and  smaller  instrumental  ensembles, 
and  study  of  suitable  materials.  Includes  much  practice  in  conduct- 
ing; problems  of  organizing,  rehearsing,  and  program  building  for  all 
types  of  instrumental  groups ;  study  of  individual  instrument  tech- 
niques, phrasing,  bowing,  intonation,  and  ensemble ;  consideration  of 
appearance,  grouping,  uniforms,  preparation  for  contests  and  festivals, 
and  the  technique  of  radio  broadcasting.  Prerequisite:  Elements  of 
Conducting. 

History  and  Appreciation  of  Music  I.  Beginning  with  a  rapid 
survey  of  modem  contemporary  developments  and  tendencies  as  an 
introduction,  the  course  then  emphasizes  the  development  of  music 
from  the  primitive  through  the  classical  age.  Although  designed  for 
the  music  specialist,  it  nevertheless  attempts  to  keep  the  emphasis  up- 
on the  musical  and  aesthetic  aspects.  The  course  aims  to  extend  the 
repertory  of  musical  literature  and  to  build  an  intimate  knowledge 
and  appreciation  of  music  as  a  vital  factor  in  life. 


Indiana  Cataloouk  Numbemi  9S 

History  and  Appreciation  of  Music  II.  Historicallj  this 
course  deals  with  the  music  of  the  romantic  school  of  the  nineteenth 
century  through  to  modern  developments  of  today.  As  in  History  and 
Appreciation  I  the  emphasis  remains  upon  aesthetic  appreciation  and 
upon  the  extension  of  an  intimate  knowledge  of  musical  literature. 

EuRYTHMics  I.  Aims  at  a  systematic  development  of  musical  per- 
ception, appreciation,  and  creative  imagination  through  varied  rhyth- 
mic bodily  responses.  Endeavors  to  unify  pliysiological,  social,  and 
musical  factors  through  co-ordinated  rhythmic  activity.  Supplements 
work  in  physical  education. 

EuRVTHMics  II.  The  same  objectives  as  Eurythmics  I,  with  more 
advanced  and  highly  co-ordinated  rhythmic  exercises  introduced  and 
a  review  of  the  entire  course  for  the  purpose  of  organizing  and  adapt- 
ing it  for  use  in  public  school  instruction. 

Private  and  Class  Instruction  in  Voice  and  Instruments. 
(See  Private  Instruction  p.  86,  Class  Instruction  p.  86,  and  Small 
Ensemble  Instruction  p.  86. 

Students  outside  the  Music  Department  desiring  private  lessons 
in  music  may  arrange  for  these  by  seeing  the  Director  of  the  Depart- 
ment. A  table  of  rates  will  be  found  on  page  85  under  Private  In- 
struction Fees. 

THE  SUMMER  SESSION 

THE  Summer  School  has  become  an  integral  part  of  the  year's 
work.  Teachers  in  service  and  students  in  regular  attendance 
can  secure  in  the  summer  session  six  or  nine  hour's  credit  to- 
ward any  certificate  or  toward  graduation  in  any  curriculum. 
High  School  graduates  who  have  not  previously  attended  college  may 
attend  summer  school,  but  they  arc  not  encouraged  to  do  so.  The 
courses  are  planned  primarily  for  those  who  have  had  previous  work 
and  an  effort  is  made  to  meet  all  reasonable  requests  of  teachers  who 
are  working  toward  higher  certification  or  toward  graduation.  The 
groups  whose  interests  are  kept  particularly  in  mind  in  ))lanning  the 
work  of  the  summer  session  are 

1.  Holders  of  any  type  of  limited  certificate  who  are  seeking 
standard  certification  or  graduation 

2.  Graduates  of  two-  or  three-year  curricula  who  are  working 
toward  degrees  in  their  fields 

3.  Holders  of  degrees  who  wish  to  secure  the  six  hours  required 
to  make  the  Provisional  College  Certificate  permanent,  or  who  wish 
to  secure  additional  certification 

4.  Students  in  regular  attendance  who  wish  to  secure  additional 
credit  or  who  wish  to  make  up  failures  or  incompletes  received  the 
previous  year. 


94  Teachers  College  Bulletin 

All  courses  given  in  the  summer  session  require  the  same  amount 
of  time  and  are  granted  the  same  credit  as  if  taken  during  a  regular 
semester.  The  Summer  School  Bulletin  will  be  mailed  to  anyone 
desiring  more  complete  information  regarding  the  courses  to  be 
offered. 

Dates.  The  regular  summer  session  will  open  on  June  20  and 
close  on  July  30.  A  post  session  of  three  weeks  will  open  ob  Au- 
gust 1  and  close  on  August  20.  It  will  thus  be  possible  for  a  student 
to  secure  six  semester  hours  credit  in  the  regular  term  and  an  addi- 
tional three  hours  in  the  post  session. 

CERTIFICATION  REQUIREMENTS 

I.     State  Standard  Limited  Certificate 

The  State  Council  of  Education  at  a  meeting  held  June  16,  1982, 
authorized  tlie  issue  of  a  State  Standard  Limited  Certificate  for  per- 
sons desiring  to  teach  the  subjects  prescribed  for  the  elementary  cur- 
riculum in  the  public  schools  of  this  commonwealth. 

This  certificate  is  valid  for  three  years  and  renewable  for  an 
additional  period  of  three  years  upon  a  rating  of  "low"  or  better  and 
upon  the  satisfactory  completion  of  twelve  semester  hours  of  further 
approved  preparation,  subsequent  renewals  to  require  a  rating  of 
"middle"  or  better  on  a  state  teachers'  rating  score  card  together  with 
twelve  semester  hours  of  further  approved  preparation. 

At  that  time  the  requirement  was  two  years  of  approved  pro- 
fessional work.  At  their  meeting  in  May,  1936,  the  State  Council  of 
Education  extended  the  requirement  to  three  years  for  all  candidates 
who  would  enter  after  January  1,  1937.  Those  who  entered  college 
before  that  date  may  still  secure  the  certificate  on  the  completion  of 
two  years  of  approved  work. 

During  the  last  year  the  State  Council  of  Education  has  taken 
another  step  in  advancing  requirements.  All  students  who  enter  the 
intermediate  or  primary  curriculum  after  February  1,  1939,  must  re- 
main four  years  and  meet  the  full  requirements  for  graduation  before 
they  can  secure  certification.  The  regulations  regarding  certification 
in  the  elementary  field  may  be  summarized  as  follows : 

1.  Students  who  entered  before  January  1,  1937,  may  still 
secure  the  State  Standard  Limited  Certificate  on  satisfactory 
completion  of  two  years'  work  including  the  special  requirements 
for  certification. 

2.  Students  who  have  entered  or  who  will  enter  between 
January  1,  1937,  and  February  1,  1939,  can  secure  the  State 
Standard  I>imited  Certificate  on  the  satisfactory  completion  of 
three  years'  work  including  the  special  requirements  for  certifi- 
eation. 


Indiana  Catalogue  Number  93 

3.  Students  who  enter  after  February  1,  1939,  cannot  secure 
any  type  of  certification  until  tliey  have  completed  the  full  re- 
quirements for  the  degree.  They  will  then  receive  the  Provisional 
College  Certificate  now  granted  to  all  graduates. 

//.     College  Certificates 

1.  The  Provisional  College  Certificate  is  issued  to  any  graduate 
and  entitles  him  to  teach  the  subjects  indicated  on  the  face  of  the 
certificate  for  a  period  of  three  years.  Three  years  of  successful  teach- 
ing and  the  completion  of  six  semester  hours  of  additional  approved 
training  enable  the  holder  to  receive  the  Permanent  College  Certificate. 
This  is  a  life  certificate  to  teach  the  subjects  in  his  field  in  any  public 
school  in  the  state.  The  six  required  hours  must  include  two  or  three 
hours  in  education  and  the  remainder  in  a  field  in  which  the  candidate 
is  already  certified. 

In  order  to  add  a  subject  to  a  certificate  in  the  secondary  field 
credentials  showing  the  satisfactory  completion  of  eighteen  semester 
hours  of  approved  preparation  in  that  subject  must  be  presented. 

The  holder  of  a  college  certificate  in  the  secondary  field  or  in 
one  of  the  special  fields  who  wishes  to  secure  certification  in  the  ele- 
mentary field  must  secure  thirty  semester  hours  of  approved  training 
in  work  definitely  organized  for  the  preparation  of  elementary  school 
teachers,  including  at  least  six  semester  hours  of  student  teaching  in 
the  elementary  field.  This  preparation  must  be  in  addition  to  the  re- 
quirements for  the  degree.  This  means  that  courses  used  to  meet  the 
degree  requirements  in  the  secondary  or  special  field  cannot  be  used 
again  to  apply  on  certification  in  the  elementary  field. 

The  holder  of  a  college  certificate  in  the  elementary  field  may  be 
certificated  for  teaching  in  the  secondary  field  by  adding  eighteen 
hours  in  secondary  education,  including  six  hours'  student  teaching  in 
the  secondary  grades,  and  securing  eighteen  hours  of  approved  credit 
in  a  major  field  or  in  each  of  several  major  fields  of  secondary  educa- 
tion. 

PLACEMENT 

Placement  Service.  Indiana  takes  a  vital  interest  in  the  place- 
ment of  its  graduates.  Directors  of  the  special  departments  handle 
the  placement  work  within  their  departments.  Placement  in  other 
fields  is  cared  for  by  a  committee  of  which  Miss  Jennie  M.  Ackerman, 
Director  of  Training,  is  chairman.  It  is  hoped  that  in  the  future  this 
committee  can  do  more  to  keep  in  touch  with  alumni  who  are  in  the 
teaching  field  and  who  are  looking  for  better  positions.  Indiana 
is  proud  of  the  fact  that  in  check-ups  on  placement  of  graduates 
this  school  has  had  a  larger  per  cent  of  its  alunxni  in  teaching  posi- 
tions than  any  other  college  in  the  state.  There  is  no  charge  for  the 
placement  gervice  furnished  by  the  college. 


96 


Teachers  College  Bulletin 


ENROLLMENT  BY  CURRICULA 
1937-1938 


Kindergarten-Primary  Curriculum: 

1st  Year 

2nd  Year 

3rd  Year 

4th  Year 

Intermediate  Curriculum : 

1st  Year 

2nd  Year 

3rd  Year 

4th  Year 

Secondary  Education  Curriculum: 

1st  Year 

2nd  Year 

Srd  Year 

4th  Year 

Art  Curriculum: 

1st  Year 

2nd  Year 

Srd  Year 

4th  Year 

Business  Education  Curriculum: 

1st  Year 

2nd  Year 

Srd  Year 

4th  Year 

Home  Economics  Curriculum: 

1st  Year 

2nd  Year 

Srd  Year 

4th  Year 

Music  Curriculum: 

1st  Year 

2nd  Year 

3rd  Year 

4th  Year 

Totals 


Male 

Female 

Total 

Total  by 
Curricula 

0 

36 

86 

0 

89 

89 

0 

29 

29 

0 

27 

27 

180 

5 

44 

49 

22 

106 

128 

4 

19 

23 

8 

10 

18 

218 

44 

29 

78 

35 

19 

54 

S5 

17 

52 

27 

23 

50 

SM 

5 

14 

19 

3 

16 

19 

2 

6 

8 

0 

12 

12 

58 

59 

76 

185 

- 

36 

47 

88 

21 

23 

44 

15 

26 

40 

802 

0 

57 

57 

0 

30 

30 

0 

22 

22 

0 

17 

.17 

126 

15 

24 

89 

12 

15 

27 

9 

20 

29 

5 

7 

12 
1215 

107 

857 

858 

1215 

Indiana  Catalogue  Number  97 

SUMMARY  OF   ENROLLMENT 

College  Enrollment  —  full-time  students 1216 

Part-time  Students   ?80 

Extension  Class  —  Vandegrift,  Pennsylvania 18 

Total  College  Enrollment  1513 

Enrolled  for  Private  Instruction   (Music)  I» 

Enrollment  in  Campus  Training  School  409 

Enrollment  Summer  Session,  1937: 

Full-time  Students   694 

Private  Instruction   (Music)   2 

Enrollment  Post  Session,  1937: 

Full-time  Students   19S 


98 


Teachers  College  Bulletin 


ENROLLMENT  BY  COUNTIES 
1937-1938 

Total       County 


County 

Adams  2 

Allegheny   ^^'^ 

Armstrong    68 

Beaver 20 

Bedford    D 

Berks    2 

Blair   33 

Bradford    2 

Bucks    1 

Butler   3 

Cambria    153 

Carbon    3 

Center  8 

Clarion    1 

Clearfield    36 

Columbia  1 

Crawford    6 

Cumberland    13 

Dauphin    7 

Delaware    - 1 

Elk    8 

Erie  8 

Fayette   18 

Franklin    5 

Fulton  1 

Greene    5 

Huntinffdon    2 


Total 


Indiana  331? 

Jeflferson  48 

Juniata   3 

Lackawanna  2 

Lancaster    3 

Lawrence    15 

Luzerne    —     3 

McKean    6 

Mercer    20 

Mifflin     4 

Monroe   ^ 1 

Montgomery  3 

Montour  1 

Northampton    1 

Northumberland  2 

Perry    5 

Philadelphia 1 

Potter   1 

Schuylkill     2 

Somerset    39 

Tioga    2 

Venango    5 

Warren 5 

Washington'    23 

Westmoreland    113 

York   2 


Total  1215 

CAMPUS   TRAINING  SCHOOL  ENROLLMENT 

Kindergarten    52  Fifth  Grade  35 

First  Grade 41  Sixth  Grade  37 

Second  Grade  Z\>  Seventh  Grade  47 

Third   Grade    36  Eighth    Grade    48 

Fourth    Garde    40  Ninth   Grade    39 


Total     409 


Indiana  Catalogue  Number 


99 


Administrative   Organization..    12 
Admission,  Requirements  for..   8t 

Advanced  Standing  36 

Advisory  System  39 

Alumni   Association   22 

Art,  Courses  in 47,  qq 

Art,  Department  of  Q2 

Athletics   22 

B 

Bills,  How  to  Pay  32 

Board  of  Trustees   4 

Broadcasting  Activities  25 

Buildings    Ig 

Business,  Department  of 68 

C 
Calendar  3 


INDEX 

Elementary 

Certification 13,   14,  88,  48 

English,  Courses  in 50 

Enrollment  by  Counties  98 

Enrollment  by  Curricula  96 

Enrollment,  Training  School..  98 

Extension    Work    86 

Extra-Curricular    Activities....  24 


Faculty   5 

Fees  27-31 

Fraternities  20 

Freshman  Meeting 26 

G 

Geography,  Courses  in  68 

Grade  Reports  39 

Grades  and  Quality  Points 36 

Certification  13,  37,  38,  43,  44,  94       Graduation,  Requirements  for  87 


Changes  in  Curricula  39 

Church  Attendance  19 

Commencement  Exercises  37 

Cooperative  Association   18 

Correspondence   Work 36,   38 

Curricula  13,  39^  40,  44 

Curricula : 

Kindergarten-Primary 40 

Intermediate  40 

Secondary   40 

Art    

Business    ^5 

Home  Economics  79 

Music    go 

D 

Degree  Fee  30 

Deposits   30 

Dormitory  Regulations  19 

E 

Education,  Courses  in  48 

Electives  42- 


Guests  22 


44 
64 


H 

Health  Requirements  85 

Home  Economics,  Dept.  of....   77 
Hospital   Fee  29 

/ 

Infirmary    jg 

Infirmary   Fee   29 

Information    2'1 

Intramurals    23 

L 

I-aundry    21 

Leonard   Literary   Society 19 

Loan  Fund  27 

Location   jg 

M 

Mathematics,  Courses  in 55 

Music,  Department  of 56,  84 

O 

Organizations,  Student  19 


100 


Teachers  College  Bulletin 


Organizations,  Departmental : 
Art    ^^ 

71 
Business    

Home  Economics  78 

Music    ^"^ 

P 

Payment,  Time  of  31 

Personal  Interview   35 

Placement  ^^ 

Physical  Education  Costume..  21 

Q 

Quality  Point  System  36 

B 

Radio    ^^ 

Record  Transcript  Fee 30 

Religious  Influences  19 

Repayments    31 

Requirements  for  Admission..   34 
Rooms,  Assignment  of 22 

S 
Science,  Courses  in  56 


School  Plant  16 

Secondary  Major  Fields  44 

Self  Help  and  Loan  Funds...  27 

Social  Studies,  Courses  in 60 

Sororities    20 

State  Scholarships  21 

Student  Council  18 

Student  Life  18 

Student  Organizatons   19 

Student  Teaching  37,  38 

Suggestions    to    Students 23 

Summer  Session  93 

Supplied  by  Students 21 

T 

Trustees,  Board  of * 

TubercuHn  Test  24 

V 

Vacation  Charges 21 

Visits  27 

r 

Y.M.C.A.,  Y.W.C.A 19 


-^ 


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